An overview of the modern language teaching situation in the United Kingdom--and by extension in English-speaking countries--is presented. The record of achievement in foreign language education for the last two decades is viewed as a move from euphoria about the possibilities for imparting second language skills to disenchantment over the failure to produce language-skilled graduates. Justifications for teaching foreign languages are reviewed. An analysis of language needs and of the characteristics of the most common modern languages implies priorities in the choice of languages to be taught, the traditionally favored position of French notwithstanding. Guiding philosophies in second language instruction are traced historically from the Renaissance, with emphasis on movements and alleged panaceas that have become current in this century. A prospectus for second language teaching begins with a consideration of language learning processes. Specific instructional emphases are set forth as framework for a curriculum; these cover garnering support, giving meaning to language instruction, and relating classroom activities to the meaningful aspects of language learning. Implications for teacher education are discussed. A bibliography is appended. (JB)