Experiences in using the adjunct model of language instruction, in which language courses are linked with content courses to better integrate the reading, writing, and study skills required of the two disciplines, are described. Although the program described includes both regular freshman English classes and English as a second language (ESL) courses, the focus here is on the link between two intermediate ESL courses taught at the University of California at Los Angeles and one of the four undergraduate content courses in the program, introductory psychology. Features of the adjunct model, such as its underlying philosophy and methodology, coordinated framework, selection and adaptation of materials, and the role of the language and content area instructors are analyzed and critiqued. Elements critical to successful implementation of the model are identified from these experiences, and causes of potential breakdowns are noted. Finally, the analysis demonstrates how the adjunct model meets the needs of academic ESL students. Applications of the adjunct model to other ESL populations and the match between the model and current theories of second language acquisition are discussed. (MSE)