Several recommendations are made for developing and promoting literacy in non-English speaking inmates, including: (1) integrating academic curriculum with real life activities; (2) offering GED preparation classes to students performing at a certain proficiency level; (3) using authentic materials and a collaborative learning environment; and (4) integrating instruction in basic skills within the context of the topics under discussion in the classroom. Effective grouping and placement strategies are reviewed to encourage student participation and engagement with the lesson, and a best practices approach to language and literacy developing for incarcerated ESL students is presented. The best practices approach employs differentiated instruction for students on different proficiency levels and motivational teaching that utilizes small incentives to gain student interest. One of the most important factors in designing and implementing ESL programming for incarcerated individuals is to remember that ESL students have interests similar to other students in their age group, even if they have low literacy levels. Recommendations are offered for integrating ESL programming into existing correctional educational programs. Recommendations include the advice to: (1) create contexts for ESL students to engage in the authentic use of language; (2) use the students’ native language for support; (3) focus on the language meaning rather than the form with less proficient students; (4) create a meaning-rich environment with plenty of visual cues; (5) use reading aloud to make the material accessible; (6) integrate culturally relevant materials; and (7) support instruction with graphics, visual displays, and gestures. Although it is challenging to teach to ESL students in correctional settings, literacy development for non-English speakers can be particularly important for their success following release. Footnotes, references