Two projects of the Ecole Normale Superieure de Saint-Cloud (CREDIF) are described and critically analyzed in this paper: the definition of a threshold level, "Niveau-seuil," in French and a learning module, "Looking for Work," intended to teach necessary written French to migrant workers. The threshold level section is a reference document for courses designed to develop limited communicative ability among five categories of learners in five areas of social activity. It includes discussion and examples of speech acts, notional categories and grammar appropriate for the situations envisioned. The advantages noted are the flexibility and opportunity for choice its framework provides. On the negative side, three criticisms are offered: (1) a more dynamic model would be preferable; (2) it takes little notice of sociolinguistic factors; and (3) it requires serious effort to use each section according to the intent of the authors. In the second part of the paper, advantages of the theme and the linguistic, practical, cognitive, informative, attitudinal and didactic objectives of the learning module are discussed. It is noted that the last four objectives mentioned consider sociocultural factors and individual learning styles, important elements in the threshold level document. The final remarks deal with three questions of theory and practice arising from the comparative analysis of the two projects. (AMH)