Designed to be integrated into a regular language arts curriculum in grades 1-3, the program begins with a review of the recent history of elementary second language programs in the United States and a discussion of the direction the movement might take in the 1980s. Research done on nonintensive, nonbilingual second language programs in the past 25 years is outlined, with a discussion of two types of benefits derived from early language programs: cognitive and attitudinal. The learning theories of Montessori and Piaget and other more recent research findings concerning young children's language learning capacity in relation to their psychological and physiological development are presented and discussed as a framework for the second language program approach proposed here. The elements of this approach are presented in the form of curricular guidelines, including recommendations for five language skill areas (listening, speaking, reading, writing, and culture) based on theories of children's cognitive development and using media and activities familiar to children from the regular language arts curriculum. (MSE)