Teachers of foreign languages should continually reflect on the appropriateness of language courses (especially English as a second language courses) and the level of satisfaction among its learners. Teachers should examine the "routine" ways of developing curricula for such learning, exploring whether or not objectives developed from needs analyses truly consider the specific needs of current learners. The uniqueness of teaching English as a second language and the need for such teaching to be relevant to current and future needs must also be taken into account. Teachers should ascertain whether or not students' are proficient in their native language in order to ensure the effectiveness of reading instruction in English. Authenticity of instructional materials is an issue in second language instruction; indeed, in spite of the more pervasive use of "authentic" reading materials, non-authentic reading materials continue to be used. Student motivation must be addressed by teachers, because learning a second language requires the personal commitment of the learner. Teaching quality could be improved by requiring teachers to do more coursework in methodology. (CB)