ABSTRACT
English as a Second Language (ESL) teaching has gradually evolved its own pedagogic identity, according to its particular situation. However, it has always been influenced, to some extent, by the Teaching of English as a Foreign Language (EFL). Thus, for a time both favoured ‘situational syllabuses’, whereby grammatical structures were grouped around particular situations (for example, shopping; going to the park; road safety). This appears to be the kind of syllabus adopted by Mrs Matthews in Rashda’s withdrawal group.
