Suggestions for individualizing language instruction for students in England with learning problems are offered. Following an introduction, the second section looks at techniques for involving students in the presentation phase of a lesson through use of visual aids, mime, rhythmic chanting, and song. The third section discusses ideas for creating a classroom environment in which students use the target language more freely. They include setting an example, creating a secure environment, and increasing exposure to the language. Useful games, chants, and classroom resources are suggested. The fourth section contains specific ideas for practice and support in the pre-communicative phase of language learning. The fifth section gives hints for organizing a multi-activity classroom, and the sixth offers ideas and activities for maintaining student motivation in the critical fourth year of language instruction. In the final section, dispelling notions of student inability and replacing them with a positive agenda are recommended. Examples are given in French and German. (MSE)