When English-as-a-Second-Language (ESL) students were few and far between at college, they were absorbed into regular Freshman English courses designed for, and dominated by native speakers. However, it appears that ESL students are best served by placing them in classes specially designed for their needs, rather than mainstreaming them or placing them in basic writing classes. Despite more than a decade of research on ESL writing which points to the disadvantages of mainstreaming, it still appears to be the most common placement option. ESL and basic writers share certain characteristics; however, ESL writers often are fluent writers in their first languages and academically superior students. ESL students and basic writers also differ in their learning strategies. ESL students placed in basic writing courses might infer that they are being penalized for being culturally and/or linguistically different. Special classes for ESL students are offered at many larger campuses, but there are a number of reasons for not having such classes: (1) lack of sufficient ESL students to justify special classes; (2) special classes may be seen as remedial; (3) special classes could be seen as a form of segregation; and (4) problems in creating a new program. With the help of ESL specialists, English departments should be able to begin special classes for ESL students. Research of the effect of special ESL classes indicates that teachers and students were enthusiastic about the classes. Special classes in Freshman English will provide a sheltered environment for ESL students, allowing them to develop a sense of community with their peers. (Contains 16 references.) (RS)