In this chapter I begin with an overview of two main ways in which overseas students coming into higher education in the United Kingdom are likely to have gained their knowledge of English at the point of entry, and follow this by examining the consequences of these processes for their subsequent discipline-based learning. I then examine some difficulties inherent in the varieties of English these students are likely to meet as they become involved in academic and social communities. This leads to an analysis of the typical activities taking place in discipline-based classes, both lectures and other sorts, looking at tutor and student expectation in terms of both language itself and classroom roles, and drawing some conclusions for the design and delivery of the curriculum. I then look at the additional classes-'language support'-that these students may undertake, which are designed to complement and assist their studies, and at what they can reasonably be expected to do; and end with a brief account of recent technological developments that can assist language learning.
It is worth retaining a distinction between two broad types of language-learning procedure, and for two main reasons. One is that students coming