This volume contains six essays on both theory and practical learning techniques for second language learning. In "Towards a Synthesization of Teaching Methodologies for TESOL," James W. Ney discusses synthesizing the audio-lingual approach and the cognitive-code theory of language learning. In "Should We Teach Children Syntax?" Heidi C. Dulay and Marina C. Burt provide data on the "habit formation" vs. "creative construction" nature of second language learning by children and report on a second study that sought to determine whether there is a natural sequence in children's acquisition of basic syntactic structures in learning different second languages. In "Community Language Learning: A Discussion and Some Questions," Richard L. Light addresses the emotional as well as the cognitive aspects that are involved in learning. In a review of Caleb Gattegno's book, "Teaching Foreign Languages in Schools: The Silent Way," Earl W. Stevick describes the Silent Way, which involves temporary silence after the teacher presents new material. In "Non-Verbal Communication in the Classroom: A Frill or a Must?" Carmen Judith Nine-Curt discusses non-verbal communication across cultures in ESOL and bilingual classrooms, including kinesis (movement), proxemic (space), haptic (touching), and parakinesic dimensions of communication. In "Guidelines for the Certification and Preparation of Teachers of English to Speakers of Other Languages in the United States," William E. Norris presents a revision of criteria adopted by the TESOL Guidelines Conference, May 1970, and a preliminary draft by James E. Alatis. (SW)