This paper discusses contextualization in the TESL classroom. Starting from the statement that fluency and comprehension are more important than absolute accuracy, and that to know how to use language students must "experience context in situations," a definition is attempted of the terms "context,""situation," and "experience." Situation is defined as substantial reality, language being formal reality; context is defined as the relationship between language and situation; and shared experience is necessary for meaningful context. Practical suggestions include having the students describe the English language (using language to contextualize); focusing on the ethnology of the English speaker (using culture); and giving lessons in a field not normally taught in the English classroom, such as mathematics (using general knowledge). In this way the language is experienced as it truly is, a part, not all, of communication; and some of the burden is taken from language and shifted to extra-linguistic activity. Two textbooks are recommended for help on contextualizing language lessons. (AM)