The organization of English as a second language (ESL) programs varies greatly, according to the student population, individual student characteristics, and district resources. They can be broadly categorized as either stand-alone ESL or ESL-plus. In general, stand-alone programs group limited-English-proficient (LEP) students together and instructs them in a manner similar to that used in foreign language classes. The program focus is primarily linguistic. ESL-plus programs may include a component of special instruction in and about English, but also provide content area instruction, in English or the first language. They generally occupy more or all of the instructional day. Stand-alone program types include pull-out programs, instruction during a regular class period, and a variation on the pull-out program bringing together students from a number of schools in a resource center. ESL-plus program types include bilingual education, structured immersion, sheltered English or content-based, and high-intensity language training programs. Choosing a program design for a given set of circumstances is complex, but the best program organization (1) is tailored to meet the students' linguistic, academic, and affective needs; (2) provides LEP students with the instruction necessary for progress through school at a rate similar to their native English-speaking peers; and (3) makes the best use of district and community resources. (MSE)