The first in a series of state-of-the art papers in the area of the teaching of English is presented. Reviews are made of relevant research, curriculum trends, teaching materials, the judgments of recognized experts in the field, reports and findings from various national committees and commission. The point is made that the teacher's image has never been as dominant in higher education as has the image of the scholar. A questionnaire sent to 60 departments of English was designed to bring out: (1) How large a part, in terms of courses, hours, and faculty involved, the English department has in the specific training of teachers; (2) What courses and what faculty were identified specifically as being a part of the English teacher preparation program; (3) What content and what practices were to be found in the "methods" courses taught within the English department; and (4) What texts, evaluation techniques, innovations were used in courses in teacher preparation. Results include: (1) English departments are not very greatly involved in the preparation of teachers outside of the subject matter classes which comprise the program for English majors; and (2) Over half of the schools surveyed did not require additional courses for English teaching majors. Other surveys and their results are also presented. (Author/CK)