Experiences in teaching a first-year reading course in the intensive English program at Kansai Gaidai Junior College (Japan) are discussed. In the period described, there were six classes of 16 students each. A proficiency-oriented approach incorporating a learner development component was adopted to facilitate the transition from traditional language instruction to communicative language learning and use. An objective was to develop learners' ability to assess their own proficiency levels, decide on long-term proficiency goals, set short-term achievement goals and develop appropriate strategies to achieve them, identify individual strengths and preferences in learning, and compile portfolios demonstrating proficiency level. The report describes the use of two different instructional frameworks, Dimensions of Learning and KASA (Knowledge, Awareness, Skills, Attitude), to design the course. Selection of texts, curriculum organization, design of learning activities, and portfolio design processes are outlined, and lessons learned are discussed. It was found that three course components were vital to instructional success: authentic language tasks; use of weekly learning sheets for students to track their own progress; and a portfolio cover sheet containing the student's narrative reflection on language learning. A timeline and sample course materials are included. Contains 14 references. (MSE)