The paper surveys a number of projects and documents that are attempting or have claimed to describe a "long-term view" of English-as-a-Second-Language (ESL) learning in schools. A long-term approach involves mapping needs and common pathways and measuring (assessing and reporting on) progress across learners, classes, and year levels. Long-term mapping provides reference points for teachers in teaching and discussing progress, provides a common language, and facilitates continuity of teaching and learning. Current approaches to long-term mapping and measurement are reviewed, including those with an ESL focus and those with a subject-English or general literacy focus. Canadian and British curriculum models are described briefly. Educational, assessment, pragmatic, and political issues in long-term ESL mapping and measurement are then outlined, particularly as they apply in the Australian context. Integration of ESL planning with overall subject-English and literacy education planning is urged. A brief bibliography is included. (MSE)