This teacher training monograph considers the development of functional proficiency for limited English proficient (LEP) students. The topics dealt with include: (1) second language learning in the school context, including requirements for successful student participation in the classroom; (2) specific strategies for developing functional proficiency for all students including organization and delivery techniques; (3) strategies specific to LEP students including use of two languages, integration of English language development with basic skills instruction, and use of cultural information during instruction; and (4) analyzing and monitoring instruction regularly to ensure student learning. Positive and negative aspects of alternative learning strategies, such as whether to mix LEP students with students proficient in English, are discussed. There are suggestions for how non-bilingual teachers can work effectively with LEP students, including drawing on bilingual persons for even limited instruction. Each chapter concludes with questions to stimulate teacher trainees' further work on the subject, and notes and references. Some tables and charts are used to illustrate the material. (CG)