The purpose of this bulletin is to examine general policies and principles of English-as-a-Second-Language (ESL) education, to assess the status of the ESL program at the state level in Oregon, and to examine ESL programs in two Oregon school districts. The study is concerned with both the quantitative (demography, budget allocations) and qualitative (perception of ESL in comparison with basic academic programs success and sophistication of programs) aspects of the programs. An overview is provided of current statewide policy and local practices to determine major strengths and weaknesses in existing programs. Remedies for weaknesses and models of strengths that districts and schools may follow in maintaining and developing their ESL/limited-English-speaking (LEP) programs are provided. The Bulletin is roughly comprised of two parts. The first deals with problems, theory, and practices of ESL education in general. The second deals with ESL programs and policies in Oregon. Chapter 1 examines marginalization of ESL, and the problems of teacher marginalization and certification. Chapter 2 deals specifically with the principles of ESL instruction, while chapter 3 focuses on the identification and monitoring of ESL students and outlines suggested principles and practices. Chapters 4 through 6 review ESL instruction in Oregon. (VWL)