A program designed to support English-as-a-Second-Language (ESL) students' achievement when mainstreamed into eighth grade literature and composition classes is described. The approach was implemented in a suburban school, in which some ESL students lacked the skills to achieve at grade level in regular composition and literature classes. A high mobility rate in this population compounded academic difficulties. During the first week of school, students were tested for language skills and the ESL and regular classroom teachers conferred to discuss students' reading and writing skills. The teachers continued to confer weekly to discuss class participation, interpretation of weekly reading assignments, and specific homework assignments. Peer tutoring and classroom teacher assistance were provided. After fifteen weeks, targeted students' skills were assessed. Results showed significant improvement in the class and facilitation of the transition of ESL students into regular instruction. Improvement was shown in students' writing process, confidence in class discussion, and listening and recall skills. Contains 17 references. Appended materials include checklists and forms for students to use in organizing their work and for the teacher's use in assessing student progress. (MSE)