A DISCUSSION OF THE SITUATION AND PROBLEMS OF TEACHING ENGLISH IN THE JUNIOR COLLEGE BEGINS WITH A CHAPTER ON THE JUNIOR COLLEGE AS A UNIQUE INSTITUTION AT A CRITICAL POINT IN ITS HISTORY AND EMPHASIZES THE NEED FOR AN ENGLISH FACULTY WITH A FIRM PROFESSIONAL IDENTITY. A CHAPTER ON THE SEARCH FOR A VIABLE DISCIPLINE DISCUSSES WHAT CONSTITUTES A STUDY OF ENGLISH, THE PROBLEMS INVOLVED IN ENGLISH TEACHING, AND THE NEED FOR A MORE MEANINGFUL FRAMEWORK AND MATRIX OF LEARNING. THE VALUE OF TRACKING AND "REMEDIATION" IN MOST INSTANCES IS QUESTIONED, AS IS THAT OF PROGRAMMED INSTRUCTION, TEACHING MACHINES, AND OTHER INNOVATIONS WHICH GENERALLY PAY LITTLE ATTENTION TO THE HUMAN CONTENT IN THE ACQUISITION OF LANGUAGE SKILLS. THE IMPORTANCE OF DEVELOPING THE STUDENT'S SENSE OF IDENTITY, VARIOUS TEACHING METHODS WHICH MIGHT EFFECT THIS, AND THE NEEDS OF DIFFERENT TYPES OF STUDENTS ARE DISCUSSED IN THE CHAPTER, "TOWARD A MORE HUMANE COMPOSITION COURSE." ALSO INCLUDED ARE A CHAPTER ON THE JUNIOR COLLEGE IN RELATION TO A CHANGING SOCIETY, A SUMMARY OF THE AUTHOR'S POSTULATES ABOUT ENGLISH IN THE JUNIOR COLLEGE, AND AN APPENDIX LISTING UNIQUE PROBLEMS AND NEEDED IMPROVEMENTS IDENTIFIED IN THE WEINGARTEN-KROEGAR STUDY (AVAILABLE AS ED 013 604). (BN)