A curriculum rationale and model which meet the constraints of what is known of communicatively-based language teaching/learning are presented. The curricula prepares non-English speaking students for higher educational experiences in the U.S. Current program rationales, communicative and interactive teaching, and issues in curriculum design are reviewed. The curriculum model presented takes into account language acquisition and the relationship between language and its function in communication. The curriculum includes: (1) different instructional techniques for different levels of linguistic and communicative development; (2) deliberate depersonalization of language behavior through increasingly culture-specific or abstract stimuli and information which require the learners to develop increasingly objective rather than subjective points of view; and (3) increased use of individualized learning activities as the general aspects of the language have developed and individual strengths, weaknesses, and needs have become more apparent. (JK)