Formulaic speech, expressions learned as unanalyzed wholes and used on particular occasions by native speakers, is contrasted to "grammatical" sentences using novel combinations of words in the second language classroom. The speech produced by three limited English-speaking children in an English program suggests that formulaic speech enables learners of English as a second language (ESL) to perform a number of important communicative functions in the classroom. These functions contribute directly or indirectly to the learner's acquisition of rules for producing novel sentences. It is concluded that in the early stages of second language development, formulaic speech may be more significant than creative rules, and that in planning ESL programs for beginners, teachers should think about which formulas will be of most use to the students and watch for opportunities to naturally introduce and practice them. (MSE)