THE COUNTRIES REPRESENTED AT THE TENTH INTERNATIONAL CONGRESS OF LINGUISTICS AT BUCHAREST AND THE SIXTH INTERNATIONAL CONGRESS OF PHONETIC SCIENCES AT PRAGUE WERE WIDELY VARIED IDEALOGICALLY, BUT THE MAJORITY OF THE PAPERS PRESENTED AT THESE 1967 CONFERENCES WERE IN A COMMON LANGUAGE--ENGLISH. WHILE THE PAPERS REFLECTED LITTLE CONCERN ABOUT THE TEACHING OF ENGLISH AS A SECOND LANGUAGE, A FEW INDICATED AN AWARENESS OF CERTAIN ASPECTS OF LANGUAGE BEHAVIOR THAT HAVE A BEARING ON LANGUAGE TEACHING AND THE TRAINING OF TEACHERS OF ENGLISH AS A SECOND LANGUAGE. THE POTENTIAL MARKET FOR THIS TRAINING IS VAST--THERE ARE, FOR INSTANCE, MORE THAN 66,000 OFFICIALLY DESIGNATED NON-NATIVE-SPEAKING ENGLISH TEACHERS IN JAPAN ALONE, AND APPROXIMATELY 45 MILLION STUDENTS OF ENGLISH IN RUSSIAN SCHOOLS. THE SITUATIONS IN WHICH ENGLISH IS TAUGHT ARE LARGELY MULTI-LINGUAL AND NECESSITATE SPECIAL TRAINING. SUCH TRAINING MUST DEVELOP (1) ATTITUDES THAT WILL AID IN CROSS-CULTURE AND INTER-GROUP COMMUNICATION, (2) UNDERSTANDING OF THE PURPOSES AND COMPLEXITIES OF COMMUNICATION, (3) SKILLS TO FIND AND USE CONTRASTIVE AND SOCIO-LINGUISTIC ANALYSES, AND TO SELECT AND TEACH MATERIALS APPROPRIATE FOR MULTI-LINGUAL SITUATIONS, AND (4) HABITS OF OBSERVING AND UTILIZING CROSS-CULTURE INTERACTION. THIS PAPER WAS PRESENTED AT THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH CONFERENCE, NOVEMBER 1967, HONOLULU, HAWAII. (AMM)