The field of English as a second language (ESL) has developed rapidly in recent years, but some problems have emerged, including overzealous research on language acquisition, disintegration of classroom practices, and dissolution of common goals by the supposedly competing needs of ESL and EFL (English as a foreign language). Currently popular language learning models are used to the virtual exclusion of alternative approaches. Methodologists advocate new techniques, but they are applied without coherence or cohesion. Teachers new to the ESL field should look carefully at all that is available to them before jumping on a methodological bandwagon. By examining the results of experience, by experimenting in the classroom, and by cherishing research they can grow in professional confidence and competence and pass these qualities on to the students. (MSE)