Simulation, including role-playing and role-simulation, as techniques for teaching English as a second language are discussed and illustrated. Introductory sections outline the instructional value of simulations, their motivating function, stages in their production, and their structure. Their production includes these stages: analysis of student profiles, selection of language learning objectives, a decision on the appropriate scenario, description of roles, construction or adaptation of the scenario, production of appropriate language inputs, and production of appropriate materials and equipment. Detailed descriptions of four sample simulations follow. Three are problem-centered, requiring the participants to discuss an issue and, when possible, reach a decision. The simulation topics are English language teaching problems in a fictitious country, a regional development project in a fictitious French town, and life in a fictitious English town. One is a production-centered simulation, where the task involves the participants in creating an end product, in this case a radio program. A list of published simulations and publishers' addresses, and a bibliography are appended. (MSE)