Given the increasing number of limited-English-proficient (LEP) students entering New York City high schools who have experienced limited or interrupted formal education, there is a growing need to identify such students and to develop programs that satisfy their unique educational requirements. This report makes recommendations for establishing special dual literacy programs that promote dual language literacy and academic achievement through different tracks in native language arts (NLA), English-as-a-Second-Language (ESL), and subject area classes. The process of identifying LEP students who are candidates for dual literacy programs is discussed, as well as essential programmatic considerations, the importance of providing comprehensive support services to students, and the need to develop school-based exit criteria for the transition of participating students into the regular bilingual education program. The need to institute procedures for training the staff and for choosing or modifying curriculum and instructional materials is examined. Finally, funding requirements and sources of outside assistance are reviewed. (JL) (Adjunct ERIC Clearinghouse on Literacy Education)