ABSTRACT
A third factor, according to the Center for Applied Linguistics (CAL, 1987, at www.cal.org), is the resources that a district has at its disposal. Some districts may have a cadre of qualied ESOL specialists working in schools, whereas other districts may only be able to use paraprofessionals and yet others draw on the surrounding community for help. Based on these constraints, one can classify dierent ESOL programs into what Baker (2001) terms strong and weak forms of bilingual education. Table 1.2 provides an overview of the merits of the many types of ESOL programs operating across the United States.
