This report reviews some of the recent literature concerning the prevalence and value of graduate language requirements, and provides information about the requirements of 19 New York colleges and universities. In general, the literature reveals a liberalization of graduate language requirements. At the doctoral level, there are trends toward: increasing the number of acceptable languages, allowing other options to fulfill the requirements (such as proficiency in statistics or advanced mathematics), and allowing departmental control over requirements. At the master's level, the literature reveals conflicting reports, but there appears to be a gradual liberalization here also. Of the 19 New York schools that offered master's degrees, 11% had a university language requirement, 47% allowed departmental discretion, and 42% had no language requirement at this level. Language use in writing doctoral dissertations ranged from 0% in some fields to 35% in others, and in later research from 0% to about 60%. In general, knowledge of foreign languages was deemed important in the physical sciences, economics, English, and history, and was considered unimportant in the social sciences (except economics), the applied sciences, business, and education. The report is available from Center for the Study of Higher Education, Hofstra University, Hempstead, New York. (DS)