A discussion of the state of second language education and English teaching in Britain focuses on the role of applied linguistics in the field. Four major points are made: that (1) books on language are not common in the syllabi of language teacher education; (2) current philosophies on language teaching appear to be either reactionary or romantic in nature; (3) applied linguists, if they want to promote language awareness and knowledge of linguistics in the field of English language education, must show greater understanding of the aims and objectives of English teachers; and (4) the arguments in favor of applied linguistics must be carefully and persistently articulated. Comments are made in the context of the British educational philosophy and system. Two promising developments in English language curriculum design are discussed: Australian research in language activity and curricular genre (narrative, argumentation, summary, report, expository writing, description), and recent changes in the British advanced English language curriculum. (MSE)