The goal of integrating coping skills into the English as a second language (ESL) curriculum is to enable adults to use language in the real world. To accomplish this goal, two kinds of input are needed: (1) comprehensive knowledge about the workings of American English, and (2) accurate information about the language contexts in which adults need to function. The following three possibilities for syllabus design are discussed: situational, notional, and structural. Three criteria for materials evaluation and development are: (1) the language presented must be authentic; (2) the language dealt with must correspond to the language students need to use in the real world; and (3) the language must be presented to students in such a way as to allow them to internalize its underlying rules and thus enable them to generate language autonomously. The various components of language that need to be taught in ESL classes where oral communication is the goal are grammar, phonology, the nonverbal system (including cultural attitudes), and vocabulary items. A model lesson plan is described in which the behavioral objectives are to answer inquiries regarding one's address, telephone number, and social security number. A bibliography is included which suggests background reading and provides an annotated listing of some of the most promising ESL-coping skills-oriented materials presently or soon-to-be available. (SW)