The domains of TESOL are those spheres of concern involving persons who speak languages other than English or dialects of English other than the standard. This paper suggests a classification of these various groups by a configuration which differentiates yet relates them to each other by placing them along a continuous line running from one extreme, that of the non-English speaker, to the other extreme, that of the speaker of standard English. Starting at the non-Englishspeaking end of the continuum and moving to the other end, these various points are as follows: (1) EFL for those whose purpose in learning English is cultural, such as Germans learning English in Germany; (2) "instrumental" ESL for those who have a functional purpose in learning English, such as foreign students in the United States; (3) "integrative" ESL for those who have the desire or need to join an English-speaking community, such as Puerto Ricans in New York City; (4) bilingual programs for those who need two languages to operate in a community, such as Mexican-Americans in Texas; and (5) those who speak a dialect other than the so-called standard, such as Blacks in New York City. It is suggested that each program is an individual operation distinguished from others by variables such as student population, motivation, teaching and administrative personnel, variables which must be considered in implementing programs.