Information on the need for and effectiveness of separate course sections for limited-English-speaking college students in basic oral communication courses is presented. The information was gathered from 3 sources: (1) a survey of 137 instutions granting graduate degrees in communication arts and sciences; (2) a survey of enrollees in English-as-a-Second-Language (ESL) exclusive sections at Indiana University (IU); and (3) research findings concerning the effects of exclusive versus mainstream classrooms on the oral communication development of ESL students. It was found that of the institutions surveyed, only 14 of the 133 institutions offering multiple-section courses had exclusive sections for ESL students. Only a small additional number expressed support for exclusive sections. Arguments supporting mainstreaming generally cite a need for early social integration. Most IU students surveyed expressed strong opposition to mixed sections. Research findings generally did not support the assumption that students learn English better in a mixed group. A variety of approaches, instructional ideas, and classroom issues for consideration in teaching a specialized ESL section are included. (MSE)