IT IS NOW THE YEAR 1976, AND CHANGE IN OUR ENGLISH LANGUAGE TEACHING HAS BEEN AFFECTED BY A MODERN AMERICAN REVOLUTION. AS ENGLISH BECOMES MORE UNIVERSAL, SO DOES THE ORAL-AURAL METHOD OF TEACHING IT. IN UNITED STATES CLASSROOMS, CHILDREN PRACTICE ORALLY THOSE PATTERNS THEY NEED, EXPERIMENT WITH WORD ORDER, AND GAIN A KNOWLEDGE OF SENTENCE STRUCTURE. USAGE IS APPROACHED LARGELY THROUGH ORAL PRACTICE, WITH ATTENTION GIVEN TO THE UNDERSTANDING OF DIALECTS WHICH DIFFER ACCORDING TO THE GEOGRAPHY, TIME, PRESTIGE, AND ETIQUETTE OF THE SITUATION. THE STUDY OF GRAMMAR IS A BLEND OF TRADITIONAL, STRUCTURAL, AND TRANSFORMATIONAL. THE HISTORY OF ENGLISH LANGUAGE AND LEXICOLOGY (ALL FACETS OF THE STUDY OF WORDS) ARE IMPORTANT PARTS OF LANGUAGE INSTRUCTION. RHETORIC TEACHING EMPHASIZES THE COMBINATION OF INDEPENDENT ELEMENTS, SUBORDINATION, COMPACTNESS OF EXPRESSION, AND THE IMPORTANCE OF MODIFIERS. CLASSROOM METHODS STRESS ATTENTION TO THE INDIVIDUAL AND WIDE BUT SELECTIVE USE OF PROGRAMED MATERIALS. THE MEDIA SPECIALIST HELPS THE TEACHER MAKE EFFECTIVE USE OF A WIDE VARIETY OF AUDIO-VISUAL AND REFERENCE AIDS. OTHER INSTRUCTIONAL INNOVATIONS ARE COMPUTER-CONTROLLED LEARNING ROOMS, TEAM-TEACHING, AND THE NON-GRADED PLAN. CONSEQUENTLY, THIS AFFIRMATIVE PROGRAM, ENGAGING STUDENTS IN CONSTRUCTIVE TASKS, HELPS US TO USE ENGLISH MORE EFFECTIVELY AND INCREASES WORLD UNDERSTANDING. THIS ARTICLE APPEARED IN "MINNESOTA ENGLISH," VOL. 3, NO. 1, JANUARY 1967. (MM)