Conjoint retention and confluency are examined as psychological and pedagogical principles for use in instruction in English as a Second Language (ESL) when maps are used as facilitators. The theory of conjoint retention states that dual encoding occurs when a person hears or reads a narrative while simultaneously viewing a map containing narrative referents, and that this encoding improves recall of elements from either the narrative or the map. Confluent methodology, part of the humanistic approach to education, promotes integration of cognitive and affective aspects of learning. It is proposed that confluent methods of instruction can take advantage of the affective and empathic qualities inherent in maps and their use. These qualities and the aspects of map information processing that may be amenable to confluency and contribute to language teaching are examined in some detail, and 31 classroom activities incorporating maps in ESL instruction are outlined. The activities include games, listening, reading, and speaking practice, and investigative, descriptive, and reflective exercises. A 73-item bibliography is included. (MSE)