Information for second language teachers in Great Britain, also applicable to the situation in the United States, is presented. The material is organized as a response to the availability of second language instruction to students across all ability levels. In addition, issues related to new developments in theory-into-practice (such as the threshold level, the notional-functional approach, and the unit-credit system) are addressed. Four articles are devoted to curriculum development, with emphasis on setting realistic goals in the light of widespread student failure and loss of interest. Additional articles are devoted to each of the basic language skills: listening, speaking, reading, and writing. Finally, two articles discuss instruction at the advanced secondary level in terms of class activities and literary works for class use. (JB)