In the British post-colonial era, instruction in English as a second language has developed stronger ties to the field of applied linguistics than to education. Both British and foreign instructors have been trained in linguistic rather than educational theory and practice. One result has been a cadre of specialists not fully prepared for jobs in which managing curriculum change is a central function. It is important for language teachers to understand the ideological basis of the curriculum and their different realizations in objectives, content, methodology, and implementation of curricular innovation. The situational curriculum model offers a useful framework for curriculum development. It begins with the situation as it exists, but also draws on both the means-end and process models. It can be seen as a curriculum renewal model because it acknowledges existing practices, and it offers both practical and rational bases for dealing with the complexities of curriculum renewal and the management of innovation. (MSE)