This conference report of a UNESCO meeting concerns the aspects that are essential in planning and implementing a second language teaching program in a plurilingual context. The relevance of the following kinds of factors are described: (1) the variety of plurilingual contexts; (2) the specific didactic components of teaching a second language in such contexts; (3) the designing, organizing and implementing of a program in accordance with the type of plurilingual context; and (4) the special teacher qualities. Primary and secondary level programs, kindergarten programs, college level programs, and adult education programs are considered. The term "plurilingual context" refers to a situation where people of different native language backgrounds communicate and also conveys the meaning of the term "bilingual." To illustrate different kinds of plurilingual contexts, a variety of situations of home-language(s) versus school-language(s) are described. A systems approach for elaborating a didactic model for a second language teaching program for a plurilingual context is suggested. (SW)