It is proposed that, whenever feasible, foreign college students be grouped for English-as-a-Second-Language instruction according to their personal oral communication needs and academic objectives rather than mainstreamed into courses with a predominance of native-English-speaking students. These students' needs, it is argued, can be met more effectively in exclusive sections. The primary reason given is that foreign students are reticent about speaking English in front of native speakers, and that this reticence hinders development of English proficiency. Additional reasons include culturally based reluctance to participate openly and documented teacher reluctance to call on non-native-speakers in a mixed group. These factors inhibit the negotiation of meaning and free production. It is also noted that exclusive sections allow for adaptation to more specific student language needs through assignments, classroom instructional focus, guest speakers, specialized teacher training, and instructional materials designed for non-native-speakers. (MSE)