It is proposed that English-as-a-Foreign-Language (EFL) instruction can go beyond learning driven by structures and tests and address universal human needs through an orientation toward meaning and discussion. Application of the concepts of the Whole Language Approach to EFL instruction is explored, drawing on experience with junior college students in Taiwan. Common student attitudes toward EFL, including frustration and apprehension, were addressed by developing a thematic curriculum that focuses on common interests and concerns and also encourages discussion and expression of feelings. An instructional unit on love is presented as an example of this approach; selection of varied readings, classroom discussion topics (growing pains, generation gap, romantic love, individual value), writing assignments, tests, and assessment criteria are all designed to support and encourage reflection and self-expression, and to provide material for continued discussion outside class. Student response to the approach has been very positive, characterized by increased self-confidence, enjoyment, and willingness to share personal experience with others. Contains 33 references. (MSE)