An effort to go further than recent attempts have gone in relating the content of materials for teaching English as a second language (ESL) to learner needs is illustreated in two separate types of projects which integrate ESL and academic course content. One places advanced ESL students with American students in an intercultural communication course using discussion, exercises, and reading. This type, previously implemented and developed at Portland State University, has proven to be both culturally and academically beneficial to both student groups, has highlighted the possibilities of interdepartmental cooperation, and has led to development of a whole intercultural communication program in the speech department. The second type of academic-ESL integration enrolled advanced ESL students in both a subject-area class and an ESL class into which the instructor incorporated the subject-class text. This approach was used first in an anthropology course, with limited success, and in a sociology course. It is suggested from these experiences that: (1) ESL orientation go beyond linguistic and cultural preparation to academically related matters such as library use and registration procedures; (2) academic themes and concepts be incorporated into ESL programs at every opportunity; (3) coordination with non-ESL faculty be undertaken; and (4) analysis of student notes and lectures be used to gain insights into listening and reading comprehension. (MSE)