Testimony offered to the United States Department of Education focuses on the need to legitimize the value of adult biliteracy, particularly among the Hispanic population. Using the demography of Lawrence, Massachusetts as an example, it is suggested that English-as-a-Second-Language (ESL) instruction alone will not lower the language barrier within communities, but may actually reinforce it. Latinos want their Spanish literacy to be recognized and valued as much as any English literacy they may attain. Three significant gaps in adult literacy services are identified. These include: (1) basic Spanish reading and writing instruction; (2) numeracy taught in Spanish, and (3) translation and interpretation skills. A need for Spanish-speaking adult educators, to be filled by desegregating the entire adult basic education staffing pattern, is emphasized. The same principles are seen as applicable to all linguistic minorities. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)