Instruction in English as a second language for differentially prepared college students should be conducted in an environment in which students have input from a wide range of authentic spoken and written language samples, varying in difficulty level. The instructional process should be viewed by the students as neither intimidating nor oppressive. A learning environment similar to that of immersion provides opportunities for language learning like those in first language acquisition, as contrasted with the general academic environment, which is culturally and linguistically alien. The order of instruction of language skills should also parallel the process of first language acquisition: listening first, then speaking, reading, and writing. Individualized, self-paced instruction is useful in addressing the needs of a large group of students with differential preparation, and it allows for flexible scheduling, progress at individual rates, and student control of the learning process. These elements in the learning environment will promote progress and confidence in learning English for academic success and social survival in an English-dominant society. A 10-page reference list is appended. (MSE)