In addition to the contributions of structural and transformational-generative linguistics to the teaching of English as a second language, there is a need for attention to studies on how language is learned. Also needed is access to various kinds of information pertinent to language planning processes--for example, information concerning the variety of pronunciation of English that may be taught in a country, or the changing role that a language plays in the development of a country. The author points out how the teaching of English in the Philippines today is different from the first half of this century, and reviews three recent studies: (1) on language development, (2) on bilingualism, which deals with the effect of early home training on language proficiency, and (3) on the most intelligible variety of English pronunciation for use in the Philippines. The author considers the "most reasonable interpretation" of the results of the third study to be that the educated Filipino English (EFE) is intelligible to all groups; therefore, EFE, which has eliminated regional characteristics and makes full phonemic contrasts, can and should be used as the standard for teaching pronunciation in Philippine schools. (AMM)