The relationship between syllabus content and language teaching methodology is critically examined, and it is argued that many proposals that purport to relate to syllabus design are relevant to methodology only and are actually unrealizable in terms of syllabus and content. (Author/CB)

Examines theoretical and practical deficiencies in how curricular objectives are selected for functional, competency based approaches to English as a second language instruction. Issues are illustrated through an analysis of the functional curricula of the United States Refugee Processing Centers. (Author/CB)

Information for second language teachers in Great Britain, also applicable to the situation in the United States, is presented. The material is organized as a response to the availability of second language instruction to students across all ability levels. In addition, issues related to new developments in theory-into-practice (such as the…