English language proficiency is a prerequisite for academic success. In his landmark work in this area, Professor James Cummins introduced the term common underlying proficiency to describe the large body of literacy skills and thinking strategies which, once mastered in the primary language, provide a sound basis for rapid acquisition of similar skills in a second, third, or any number of languages. If there is little support for primary language development at home or school, the LEP student will probably never progress beyond rudimentary conversational skills in any language. Just because he or she cannot speak English does not mean a student belongs in a deficit or remedial program. Hence, there is a need for content-based primary language instruction.
Cultural validation is needed for students' self-esteem and psychosocial adjustment.
It is a way to effect equal status for ESL students. This Bulletin is comprised of roughly two parts. The first partchapters 1 through 3deals with problems, theory, and practices of ESL education in general. The second partchapters 4 through 6focuses on ESL policies and programs in Oregon. Chapter 1 examines marginalization of ESL before turning to ways of correcting it.