With the transition to multicultural education in South Africa, black pupils enrolling at English medium secondary schools are compelled to study English as a first language, although they are not English mother tongue speakers. A needs investigation has revealed that these pupils struggle to cope with English, not only in the language class, but also across curricula. The needs analysis further identified the specific language and cognitive skills these students need most for academic success. Language teachers at English medium schools have not been trained to teach English as a second or foreign language, and therefore need support a.nd guidance to cope with this challenging situation. In response to this need a large-scale project, aimed at promoting the professional growth of teachers in multicultural schools, was undertaken by the Centre for Educational Development at the University of Stellenbosch. This article describes the scope of the programme, focusing on the design of the language skills component as based on the needs investigation. Part of the programme is devoted to demonstrating how selected thinking skills can be integrated with the teaching of language skills, using a communicative approach. In addition, a brief indication is given of the in-service training teachers need to undergo in order to implement these language and cognitive skills across curricula. Met die oorgang na multi-kulturele ondenvys in Suid-Afrika, word swart leerlinge wat aan Engelsmediumskole studeer, verplig om Engels as eerste taal te neem, tenvyl hulle inderwaarheid tweede- of vreemdetaalsprekers is. 'n Behoeftebepaling het aangedui dat hierdie leerlinge emstige probleme met Engels ondervind, nie net in die taalklas nie, maar oor die kurrikulum heen (aangesien Engels die medium van onderrig in alle vakke is). Die behoeftebepaling het ook spesifieke leemtes m.b.t. taal- en kognitiewe vaardighede, wat as noodsaaklik vir akademiese sukses beskou word, uitgewys. Taalonderwysers by Engelsmediumskole is nie opgelei om Engels as 'n tweede of vreemde taal aan te bied nie en het derhalwe steun en voorligting nodig om die situasie te bowe te kom. Om in hierdie behoefte te voorsien, het die Sentrum vir Ondenvysontwikkeling van die Universiteit van Stellenbosch 'n grootskaalse projek ondemeem, gemik op die professionele groei van ondenvysers in multi­ kulturele skole. Hierdie artikel beskryf die omvang van die projek, met die klem op die ontwerp van die taalkomponent. 'n Deel van die program word gewy aan 'n demonstrasie van hoe geselekteerde denkvaardighede met taalonderrig gei'ntegreer kan word deur gebruik te maak van 'n kommunikatiewe taalonderrigbenadering. Voorts word aangedui hoe onderwysers indiensopleiding in die gebruik van hierdie metodes kan ontvang, sodat die taal- en kognitiewe vaardighede oor die kurrikulum heen geiinplementeer kan word.