TO CIRCUMVENT LARGE ENROLLMENTS AND A TEACHER SHORTAGE, UTILIZE MODERN EQUIPMENT, AND STILL RETAIN PERSONAL CONTACT WITH INDIVIDUAL STUDENTS, INSTRUCTORS AT ANTIOCH COLLEGE DESIGNED A NEW PROGRAM FOR FRENCH I, II, AND III CLASSES. THE CORE OF THE COURSE WAS A SET OF 39 FILMS WITH SCRIPTS WHICH SERVED AS A BASIS FOR CONVERSATIONS. ALL STUDENTS FROM THE THREE COURSES MET TOGETHER TO VIEW THE FILMS AND SLIDES, SING POPULAR SONGS, AND PARTICIPATE IN GROUP GRAMMAR PATTERN DRILLS. A SYLLABUS OUTLINED MINIMUM READING REQUIREMENTS FOR EACH LEVEL. INDIVIDUAL ORAL WORK OCCURRED IN SMALL CONVERSATION GROUPS SUPERVISED BY FACULTY MEMBERS ASSISTED BY UPPERCLASS STUDENTS WHO HAD SPENT A YEAR IN FRANCE. BECAUSE EACH STUDENT IN THE EXPERIMENTAL COURSE WAS PERMITTED TO PROCEED AT HIS OWN PACE AND ACTUALLY DEVISE HIS OWN COURSE BASED ON HIS INTEREST, ABILITY, AND MOTIVATION, STUDENTS WERE FREE TO CHANGE CONVERSATION GROUPS AS THEY PROGRESSED AND WERE ENCOURAGED TO DISCUSS SPECIFIC PROBLEMS IN PRIVATE CONFERENCE WITH AN INSTRUCTOR. COLLEGE ENTRANCE EXAMINATION BOARD TESTS WERE USED TO MEASURE ACHIEVEMENT, WHICH PROVED EQUAL TO OR BETTER THAN THAT OF TRADITIONALLY TAUGHT CLASSES, WHILE THE NEW APPROACH GENERATED MUCH STUDENT INTEREST IN FOREIGN LANGUAGE STUDY. REFER TO FL 000 399 FOR THE SYLLABUS OF THE COURSE. THIS ARTICLE WAS PUBLISHED IN "THE TENNESSEE TEACHER," JANUARY 1967. (GJ)