The United States is experiencing a change in the school population at all levels of the education system. There is a compelling need to develop an integrated perspective on the literacy needs of the newly diverse population of speakers of English as a Second Language (ESL), so that all language minorities may develop literacy skills for both immediate circumstances and future needs. Research on the optimal age for cognitive development in second language learning suggests that limited-English-proficient students (LEPs) should be enrolled in bilingual education programs whenever possible. The exclusionary English-only movement and competency-based ESL literacy programs endanger the real literacy education of LEPs and socialize students for a limited range of working-class roles. Neglect of certain skill areas also creates problems at higher instructional levels. Changes are needed in education at all levels to ensure that literacy education is appropriate and thorough. These changes include resisting the English-only movement, designing bilingual and ESL programs to fit the specific population, integrating ESL and content instruction, increasing parent and community involvement in the child's second language learning, training ESL and bilingual education teachers professionally, supporting writing across the curriculum, and doing a better job of integrating and training international students. Contains 44 references. (MSE)