This paper examines possible applications of confluent education to the foreign language classroom. The confluent approach creates an opportunity for integration of intrapersonal, interpersonal, and extrapersonal components in the process of learning. Confluent curriculum has been designed in three broad goal categories: to achieve traditional subject matter goals, to achieve nontraditional goals of personal and interpersonal or social development, and to learn process skills that will help students attain their own goals. Each of these requires a separate and distinct usage of confluent learning experiences. The elements promoted in confluent education include responsibility, convergency, divergency, evaluation, connectedness, identity, power, context, and Gestalt. Gestalt theory has provided much of the rationale for confluent education. Activities including emotions are emphasized in the classroom, and are easy to provide by modifying existing exercises and activities and by drawing on student experiences or concerns. Confluent education can be used to ameliorate a variety of educational problems, creating changes in teacher behavior, in relationships between teachers and students, and in specific learning opportunities in the curriculum. (MSE)