An examination of English-as-a-Second-Language (ESL) instruction in York County, South Carolina focuses on community attitudes toward limited-English-proficient (LEP) residents. Factors discussed include the perception that virtually all residents speak English and that children who don't speak English fluently, generally Hispanics, will have left the area before learning enough to function in mainstream classes; the state mandate for English-only instruction; and a generally hostile environment for LEP residents. Common responses to LEP students appear to be either classification as disabled students, perception as untenable expenses, and relegation to language laboratories to "correct" their language problems. LEP students are often lacking in self-confidence, are mocked by native English-speaking peers, and must become language brokers for their families. Suggestions made for ameliorating the situation include acknowledgement of the LEP population and teacher education in support of bilingual teachers and bilingual education. Contains 10 references. (MSE)