SOUND MOTION PICTURES, CAREFULLY DEVELOPED AND COORDINATED BY LANGUAGE TEACHERS USING THE INFORMATION FROM SUCH LANGUAGE-RELATED DISCIPLINES AS PHILOSOPHY, LITERATURE, PSYCHOLOGY, LINGUISTICS, AND CULTURAL ANTHROPOLOGY, COULD BE USED EFFECTIVELY IN BOTH LANGUAGE INSTRUCTION AND TEACHER EDUCATION. AFTER AN AVERAGE ACADEMIC THREE-YEAR COURSE IN WHICH THE SUCCESSIVE STEPS TO MASTERING THE LANGUAGE CODE (THE SOUNDS OF LANGUAGE) HAD TAKEN THE LEARNER TO THE POINT OF RECOGNIZED LANGUAGE COMPETENCE, THE SOUND FILM COULD COMPLEMENT INSTRUCTION BY ESTABLISHING APPROPRIATE MEANING TO ACCOMPANY THE LEARNING CODE WITHOUT MAKING IT TRIVIAL OR CONFUSING IT IN THE PROCESS. AT THAT LEVEL, FILMS MIGHT GIVE THE LEARNER AN OPPORTUNITY TO PRACTICE HIS ACQUIRED SKILLS AND MIGHT PRESENT THE LANGUAGE TO HIM IN CULTURAL CONTEXT. IN TEACHER TRAINING, EITHER STAGED OR "LIVE" FILMS THAT HONESTLY DOCUMENTED CLASSROOM PROCEDURES OR EVENTS MIGHT CONTRIBUTE REAL INSIGHT TO LANGUAGE TEACHING TECHNIQUES AND PROBLEMS AND BE IDEAL INSTRUCTIONAL VEHICLES. THIS SPEECH WAS DELIVERED AT TEACHERS COLLEGE, COLUMBIA UNIVERSITY, JUNE 14, 1966. (AB)