Many of the immigrants who come to England have no knowledge of English; one of the first tasks which confronts them in the complex process of adjusting to their new environment is to learn something of the language, for economic as well as for social or cultural reasons. The schools must face the problem of integrating immigrant children into the educational system and into their new environment. The schools should have some knowledge of the countries and cultures that the children represent, and they should control the pace for children exposed to new, unfamiliar, and possibly terrifying experiences. In the teaching of English to children and adults, oral work should precede reading and writing and should be a part of the work throughout the course. At all stages, intuitive learning through ever-widening listening and reading should accompany the more restricted active use. Constant drill on limited vocabulary in speech patterns is essential. Speech patterns to be drilled should be used as meaningful communication and not as an empty linguistic exercise. (Author/VM)