Abstract
der that student's progress. In the Los Angeles Unified School District, approximately one-third of the total enrollment for 1990-91 school year was identified as having Limited English Proficiency (LEP).1 Some classrooms have a majority of Englishspeaking students with only one or two LEP students, while other classrooms have a majority of LEP students speaking the same foreign language, such as Spanish. Still other classrooms have LEP students who speak a variety of primary languages. Regardless of the combination of languages spoken in a classroom, music educators must be prepared to teach all students. The ability of teachers to identify LEP students and to develop effective strategies for teaching them can contribute to the success of the music program while meeting the needs of all students. Most LEP students enroll in instru-
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