Basic assumptions implicit in course design for foreign languages are examined. The course must first satisfy the basic needs of the learner, later his sociolinguistic or psycholinguistic needs. Relevance of materials is looked at in terms of framework of a course, role of situational teaching, and conduct of the lesson. (SCC)

Skills and attitudes needed by language teachers, characteristics of a well-designed curriculum, and other aspects of teaching and learning in foreign language and second language programs are outlined. (SW)