The collection of articles from publications of the Teachers of English to Speakers of Other Languages (TESOL) offers a theoretical basis for construction of effective English-as-a-Second-Language (ESL) programs. Articles address issues of national policy, content and design of academic programs, and the context for ESL learning. They are: "America 2000: A TESOL Response" (Mary Lou McCloskey, D. Scott Enright); "TESOL Statement of the Preparation of Primary and Secondary Teachers in the United States"; "TESOL Statement of the Education of K-12 Language Minority Students in the United States"; "TESOL Standards: Assuring Access to Quality Educational Experiences for Language Minority Students"; "Age and Rate of Acquisition of Second Language for Academic Purposes" (Virginia Collier); "How Long? A Synthesis of Research on Academic Achievement in a Second Language" (Collier); "A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction" (Marguerite Ann Snow, Myriam Met, Fred Genesee); "The Cognitive Academic Language Learning Approach: A Bridge to the Mainstream" (Anna Uhl Chamot, J. Michael O'Malley); "Yes, Talking!: Organizing the Classroom To Promote Second Language Acquisition" (McCloskey, Enright); "Whole Language in TESOL" (Pat Rigg); "'You Stopped Too Soon': Second Language Children Composing and Revising" (Carole Urzua); "Kan Yu Ret an Rayt en Ingles: Children Become Literate in English as a Second Language" (Sarah Hudelson); The Bilingual/ESOL Curriculum Framework of the Denver Public Schools" (Janet K. Ramsay); and "ESL: The Regular Classroom Teacher's Perspective" (Joyce Penfield). (MSE)