The first necessity in any act of communication is something to communicate about. Thus, in true narratives (the only source of any meaning for all representations—Oller, 1993b, 1994, 1995, 1996) the facts have priority over the telling. The second necessity is someone to communicate with. This office can be filled by the narrator, but usually is filled by someone else. The third necessity is a language (or medium) through which the communication can take place. For language teachers this third place must be filled by the target language and its various surface-forms (i.e., its sounds, syllables, words, phrases, and so forth). The facts of experience are known through (1) sensory icons (2) indexical actions (e.g., pointing to, looking at, grasping, moving or moving toward objects, talking to persons, etc.) and (3) symbols of the target language. As I have shown earlier in ordinary cases these connections form a story-like or narrative structure. To advance the communicative competence of any developing language user, it is essential to develop consistent connections between known facts and the surface-forms of the target language.