ABSTRACT  Many ESL and bilingual students at our universities face problems in the transition from “special” programs, in which they listen and interact in settings with trained language specialists, to university courses, in which they are taught by professionals in other areas.

Research in discourse analysis has acquainted us with the need to view language as it is actually used before developing materials to teach its usage. This article presents a brief review of literature available to most ESL professionals regarding the skills associated with listening, and provides an overview of one successful approach.