Selections include Strevens' discussion of teaching for different circumstances, Morley's discussion of new developments in teaching materials, Swain's overview of research in bilingual education, Shuy's, Oller's, Bernal's, and Rosier's respective discussions of test bias, and Rivers', Hines', Scovel's, and Taylor's explorations of the Silent Way, Suggestopedia, and Community Language Learning. The section on curriculum design implementation includes reports on language teaching materials by Candlin and Breen and developing language use formats by Jones. Papers on testing include explorations of bias in language placement examinations by Farhady, bias in reading comprehension tests by Mohan, and alternatives to and scoring procedures for use on cloze tests by Mullen and Alderson, respectively. Focus on new approaches to training ESL nonspecialists, ESL teachers, and TESL students is provided by papers by Cott and Dubin, Newfield and Webb, and Clarke and Seward, respectively. Papers focusing on TESOL research include discussions of learner social and linguistic behavior by Cathcart, Strong, and Fillmore, politeness by Scarcella and by Walters, indirect speech acts by Carrell, questions by Crymes and Potter, oral and written syntactic relationships by Vann, composition skills by Arthur, and the relationship between syntactic skill and writing quality by Kameen. (JK)