This report of a conference, held under the auspices of the Department of Foreign Languages of the University of Bridgeport, is concerned primarily with improved foreign language teaching and flexible scheduling practices. In the first part of the report, the text of a speech suggests that fundamental changes in curriculum content revision, instructional purpose and group size, flexible schedules, educational facilities, evaluation techniques, the instructional system, and reeducating teachers for changed roles, can significantly improve modern foreign language teaching and learning. The second part includes discussions of (1) flexible scheduling practices in Brooklyn College, (2) working experiments in modular scheduling at Farmington High School, (3) the effect of flexible scheduling on language instruction at North Haven High School, and (4) three kinds of flexible scheduling related to different team teaching patterns. (AF)