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Narrative page-2 Further analysis of the population shows that 86% of those who speak English as a second language (33% of the total population) come from homes where Spanish is the primary language spoken. The ESL population makes up a very large percentage of our overall population, yet we feel that we are not adequately serving their library and information needs. Therefore, we are applying for an LSCA Title I grant to address this problem. III. STATEMENT OF NEED At least 33% of our total population come from homes where Spanish is the primary language spoken and 37% of the community is of Hispanio origin. Yet, a survey of our library card holders indicates that only 21% are Hispanio. Obviously, the library is not doing an effective job of reaching a sizable segment of the San Maroos oommunity--the Hispanio population. Those who speak English as a second language (ESL) are much more difficult to identify with regard to their use of the library. It is probable that this group is even harder for the library to reach than the Hispanio population. It is likely, therefore, that we are also doing an inadequate job of serving people for whom English is a second language. This may be due to the fact that we do not offer the types of services, materials and information they need or because the ESL community is simply not aware of our services. Our proposal for LSCA Title I funding will address both of these issues. Thanks to an LSCA, Title I, grant which we obtained in FY 1987- 88 the library established a Lifelong Learning Project to provide literacy and GED tutoring to adults with less than a twelfth grade education. We have noticed that many individuals who come to the library in search of GED instruction really need to learn English. We currently have 18 students waiting for ESL instruction and have only two ESL tutors. Our literacy and GED tutors do not feel competent to tutor ESL students without first being trained in ESL techniques. What we need to do now is recruit and train a corps of volunteer ESL tutors, provide the tutoring that our ESL patrons are requesting and expand our existing Lifelong Learning Collection to include materials to support ESL tutoring. The Adult Education Department at the San Marcos High School offers ESL classes, but due to funding shortages the classes last only a few months of the year. The formal classroom structure of these ESL classes does not allow for the kind of individualized instruction which is possible in a tutoring program such as the one we propose to offer. Nor can formal classes accommodate the various schedules many of our students require. The Adult Eduoation Coordinator at the High School has been very supportive of our plans. He has written us a letter of support which can be found in Appendix B of the narrative.