THIS REPORT DISCUSSES IN DETAIL A MINIMAL 4-YEAR, INTERMEDIATE 6-YEAR, AND IDEAL 10-YEAR PROGRAM PROPOSED BY A 1959 CONFERENCE AS THE TYPES OF FOREIGN LANGUAGE EXPERIENCE THAT SHOULD BE AVAILABLE TO THE ACADEMICALLY TALENTED LEARNER. BECAUSE THE PREADOLESCENT CAN LEARN EVEN THE MOST UNFAMILIAR SOUNDS BY IMITATION AND PRACTICE, AN IDEAL PROGRAM WOULD COMMENCE NO LATER THAN THE THIRD GRADE (AFFORDING TIME TO STUDY A SECOND, THIRD, OR EVEN FOURTH LANGUAGE BEFORE COLLEGE). DEVELOPMENT OF LISTENING AND SPEAKING SKILLS SHOULD PRECEDE READING AND WRITING. PROFICIENCY IN THESE SKILLS MUST BE ACCOMPANIED BY FAMILIARITY WITH THE CULTURE THE LANGUAGE REPRESENTS. DESCRIBED ARE PROGRAM OBJECTIVES, METHODS FOR ACQUIRING SKILLS AND AN UNDERSTANDING OF THE CULTURE, SPECIAL NEEDS AND TRAINING FOR A TEACHER OF THE ACADEMICALLY TALENTED, AND THE SCOPE OF ADMINISTRATIVE RESPONSIBILITY. ALTHOUGH CONFERENCE MEMBERS RECOGNIZE THAT NOT ALL SCHOOLS, PARTICULARLY THOSE NOW ENGAGED IN A 2-YEAR FOREIGN LANGUAGE PROGRAM (GENERALLY PROVED INADEQUATE IN TERMS OF NATIONAL NEEDS AND STUDENT SATISFACTION), ARE ABLE TO ADOPT IMMEDIATELY THE RECOMMENDED 10-YEAR PROGRAM, THEY RECOMMEND THAT SUCH SCHOOLS MOVE AS RAPIDLY AS POSSIBLE TO A 4-, TO A 6-, AND THEN TO A 10-YEAR SEQUENCE. APPENDIXES INCLUDE SEVERAL POLICY STATEMENTS. THIS DOCUMENT IS AVAILABLE FOR $1.00 FROM THE NATIONAL EDUCATIONAL ASSOCIATION, 1201 SIXTEENTH STREET, N.W., WASHINGTON, D.C. 20006. (AF)