The report is developed around five priorities which are based on the premise that English as a second language (ESL) students in general, and the reservation bound Indian students specifically, are isolated both educationally and culturally due to conflicts of language and learner based confusion of terms, ideas, and concepts as a result of psycho-social disparity between the tradition based Indian culture and the English-speaking culture. The five priorities include: methodologies that lessen classroom confrontation and support the student; definitions of ESL populations; accurate sociolinguistic descriptions, i.e., how learners view themselves, their peer group, and the values, goals, and motivations of the majority English-speaking group, and how these component parts affect classroom learning; the effects of peer emulation and mediation on language monitoring and performance; and understanding the logic of substandard language usage through an analysis of communicative dysfunctions. The report concludes that subject-area teachers and administrators need to become informed about realistic ESL matter in order to alter and/or adapt curricula and materials; that federal mandates authorizing increased expenditures do not provide answers to all problems; and that research must be initiated in areas pertinent to ESL students and disseminated to the classrooms for implementation or adaptation of curricula and educationally related instruction. (AH)