DESPITE RECENT RESEARCH IN TEACHING ENGLISH AS A SECOND LANGUAGE, COURSE REQUIREMENTS FOR ENGLISH MAJORS IN PHILIPPINE TEACHER TRAINING COLLEGES HAVE REMAINED RELATIVELY STATIC THE PAST 15 YEARS. TO REDUCE THE WIDENING GAP BETWEEN TEACHER TRAINING INSTRUCTION AND THE FUNCTIONS TEACHERS ARE ACTUALLY EXPECTED TO PERFORM, MANILA HIGH SCHOOL SUPERVISORS STUDIED PRE-SERVICE COURSE REQUIREMENTS FOR ENGLISH MAJORS AND PROPOSED REVISIONS IN THESE REQUIREMENTS. PROPOSALS INCLUDED THE ADDITION OF COURSES IN--(1) PRONUMCIATION, BASED ON CONTRASTIVE ANALYSIS OF THE SOUND SYSTEMS OF ENGLISH AND MAJOR FILIPINO LANGUAGES, (2) RAPID READING AND COMPREHENSION OF EXPOSITORY PROSE, (3) MODERN ENGLISH GRAMMAR AND LINGUISTICS, (4) THE LEARNING AND TEACHING OF A FOREIGN LANGUAGE, USING SCIENTIFICALLY PREPARED LANGUAGE-TEACHING MATERIALS, (5) LANGUAGE TESTING, (6) THE DETECTION AND REMEDIATION OF READING DEFECTS, (7) COMPOSITION AND LITERATURE, WHICH ARE SEQUENTIALLY DEVELOPED AND EMPHASIZE CLOSE READING AND THE NEW CRITICISM, (8) MYTHOLOGICAL BACKGROUNDS OF LITERATURE, INCLUDING FILIPINO LEGENDS, AND (9) CULTURAL BACKGROUND, CONTAINING A GOOD SELECTION OF PHILIPPINE LITERATURE IN ENGLISH. IMPLEMENTING THE PROPOSALS FOR CURRICULAR REVISION WOULD ALSO INVOLVE THE UPDATING OF EDUCATION AND PSYCHOLOGY COURSES AND A RE-EVALUATION OF EXISTING PRACTICE TEACHING CONDITIONS. (THIS ARTICLE APPEARED IN "THE MANILA SECONDARY TEACHERS ENGLISH QUARTERLY," JULY-OCT. 1967.) (JB)