Educational opportunities available for LEP students in high school ESL programs to develop academic skills and English language proficiency were the focus of this year long qualitative study of a group of immigrant students. Educational opportunity was evaluated in terms of students': (1) participation in classroom discussions on academic subjects; (2) engagement in tasks that promoted acquisition of content knowledge and thinking skills; and (3) engagement in tasks that promoted increased proficiency in written English.;The study is grounded in observations of ESL, sheltered, and mainstream classrooms; interviews and student journals; and students' written products. Transcripts of audio-recorded classroom interactions provided material for the analysis of participant roles and the academic focus of class discussions. Academic tasks were examined for complexity, and written products were analyzed for quantity, genre, and purpose. The study also considered the extent to which student background knowledge and interests were integrated into academic tasks. Interviews and journals provided information regarding students' evaluations of their opportunities for academic growth.;Important differences were found across classes regarding ESL students' opportunities to take part in class activities, to engage in stimulating academic work, and to use academic English. The best educational opportunities were available in ESL classrooms, where instructors provided effective instruction in academic English through a combination of complex written assignments and the assistance needed to carry out these assignments. Deficiencies in educational opportunities were linked to the marginal status of ESL students in mainstream classrooms and to diluted academic agendas in both mainstream and sheltered classrooms.;The passage of laws such as California Proposition 227, which limits to one year special support for LEP students, will reduce the utility of ESL programs. Putting English language learners into mainstream classes at an earlier stage will increase the number of mainstreamed LEP students and will place an enormous burden on mainstream teachers.;The need to respond to the challenge of Proposition 227 is urgent. This response should include: (1) monitoring classroom instruction for LEP students more closely; (2) strengthening collegial support among teachers of LEP students; and (3) disseminating models of exemplary instruction for LEP students across the curriculum.
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