Reports a study of children in a comprehension-based English-as-a-Second-Language program. After 6 years students performed as well as comparison students on measures of comprehension and measures of oral production. Describes gaps in the written language of students in the comprehension-based program, includes a follow-up study with secondary students, and concludes with a discussion of the need for pedagogical guidance for the development of writing skills. (Author/VWL)