Abstract
guidelines are general enough to apply to all much as possible about our adult students in levels of language proficiency described in the order to better accommodate their academic ACTFL Proficiency Guidelines (1986). Our reneeds. We can begin doing so at the first class sponsibility is to select, adapt and create appromeeting by having students complete a short priate activities that will improve our students' survey to elicit personal information such as why ability to communicate effectively and efficientthey enrolled in the course, what they expect to ly in Spanish or Portuguese in authentic, situlearn in it, what their profession is on will be, and ational contexts common to the cultures of those what their main interests are. The information languages.' We can begin this task by determinobtained from this inventory is useful for designing the goals of our courses and curricula. ing a course on curriculum tailored to the in-
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