English as a second language for the non-academically oriented adult can be facilitated bY structuring their early linguistic input in a way similar to the way a parent structures input for a child learning a first language. The four components through which children learn their native language and which also concern adult learning are: (1) functional interaction; (2) visual/kinesthetic cues; (3) modified parent/teacher speech; and (4) music, rhyme and rhythm. Interactional cues give the learner conceptual knowledge of language and an understanding of function prior to production of speech. Body movement in conjunction with cognitive input facilitates long-term recall. Visual cues such as cards, posters, and charts are particularly good for use with students who scarcely read or write their native language. The visuals and real objects serve to cue comprehension, conversation, and grammatical exercises and they have the psychological advantage of transferring attention from the learner to the purpose of the exercise. The type of speech style students hear is another factor. Non-academic learners respond to simplified syntax and limited vocabulary geared by the teacher to the learners' optimal way of learning. Finally, musical and rhythmic activities sensitize the student to the intonation patterns and rhythm of the language. (AMH)