This paper brings together modern linguistic theory (particularly transformational-Generative analysis), psycholinguistic research, and educational objectives underlying the teaching of language in order to develop a methodology compatible with the philosophy of "the New English." Based on the premise that at its best, the New English is a philosophical base from which to build new programs, two major teaching concerns are examined: (1) teaching students about language and (2) developing mature language skills among students within a framework of enlightened "social engineering." Discussion focuses on such questions as the value of linguistic theory to the teacher of English, the usefulness of psycholinguistic insights, and the role of modern language descriptions and their application in the classroom. Further emphasis is given to ways in which the teacher can develop activities which utilize fundamental concepts. A discussion of teacher training is also included. (Author/TS)