Studies described briefly in this paper indicate that use of cameras generates enthusiasm, develops self-concept, and increases communication skills. The content of the traditional ESL (English as a Second Language) materials is inadequate for dealing with either the syntactical or conceptual needs of (1) the silent child, (2) the child who can speak English but makes frequent Spanish substitutions, or (3) the child who adequately copes with concrete school vocabulary but cannot express his feelings nor talk about emotional events important to him. The Yettem (California) School Project utilized the techniques of "Visual Literacy" and child-created materials. The children in this project, Mexican-American migrants who attend school part of each year in Mexico and part in California, are third and fourth graders, divided into control groups who receive traditional ESL instruction one hour a day, and experimental groups who record experiences with cameras and tell stories, from which oral language drills and materials will be constructed. The final product will be a movie planned, produced, and filmed by the children, utilizing all the visual-verbal skills learned during the course of the project. For a detailed presentation of the rationale underlying this "Visual Literacy" project, see P. Heffernan-Cabrera's "The Camera as the 'Eye of the mind,'" AL 002 424. (AMM)