Teaching English to Speakers of Other Languages and Dialects is a complex task. However, there is a growing awareness of the similarities of the various types of English teaching, as well as a recognition of the need for communication among teachers. Well-designed TESL or TEFL curricula, regardless of the type of program, share certain objectives and principles which emphasize the need for integration of the student into the target language community through carefully designed linguistic and cultural instruction. The differences in the varying TESOLD programs can be summarized as follows: (1) ESL teachers of immigrants and residents deal with the problems of acculturation to the English environment; (2) bilingual teachers face the complex problems arising from an experimental method; (3) teachers of students with Black English dialects confront the problem of an ethnic identification that is threatened by language standardization; (4) ESL for transient foreign students deals with the need for partial acculturation for the accomplishment of immediate goals; and (5) adult education programs cope with complex problems due to the variety of students. In all these programs, the most important variable is the prepared teacher, whose enthusiasm and interest are the primary motivation for the students. (LG)