Literacy education for non-English-speaking adults is taxing the fragile adult education system in the United States. Despite federal limitations, a million immigrants enter the country each year. In contrast with the past, the non-English-speaking need more education to compete in more sophisticated workplaces. The nation's largest cities are rapidly becoming bilingual, but because of the federal immigrant amnesty program, demand for English language instruction is also increasing substantially. Hispanics and Asians form the largest immigrant groups. Quality of instruction in English-as-a-Second-Language (ESL) programs is a matter of current concern. Volunteers account for a large proportion of ESL literacy teachers. Standards of instruction for immigrant amnesty programs are loose, and the dropout rate is high. Workplace language skills and literacy are greatly needed. Debate over the advantages and disadvantages of bilingual and multicultural education continues, but federal policymakers are focusing more on the need for effective ESL programs. Hispanic illiteracy and potential for inadequate education are high. Some literacy programs have been especially effective. The approaches used in the programs vary, including the use of native language skills to build English literacy, whole-language literacy development, parent involvement and literacy education, and job-related general education. A list of resource organizations is appended. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)