A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar-based to communicative; the classroom as environment for language acquisition; principles of the interactive approach; the episode hypothesis of learning and selection of appropriate materials; and the role of the affective domain. Part 2 explores a variety of classroom teaching methods and activities, including: Total Physical Response and the role of the audio-motor unit of commands; the natural language approach and its extensions; use of jazz chants, music, and poetry; storytelling, role play, and drama; games; and affective activities. Part 3 addresses practical issues of classroom management, instructional materials, placement tests, and instruction linking content areas and language learning. The fourth part contains descriptions of existing English-as-a-Second-Language and foreign language programs, and the fifth part presents related readings on how language is shaped, the notional syllabus, communicative methodology, second language acquisition theories, providing input for acquisition, the learning-development relationship, personality factors, testing approaches, and language proficiency, bilingualism, and academic achievement. A substantial bibliography and index are included. (MSE)