FLEXIBLE SCHEDULING IS BASED UPON THE DIVISION OF CLASS SESSIONS INTO MODULES OF 20 TO 25 MINUTES. MODULES CAN BE COMBINED IN VARIOUS WAYS TO SUIT THE INSTRUCTIONAL PROCESS, AND MORE FLEXIBLE USE MAY BE MADE OF THE SUBJECT OR CURRICULUM, THE PUPILS, AND THE TEACHERS. IF FLEXIBILITY IS APPLIED TO BOTH THE CURRICULUM AND THE PUPIL, PROGRESS IN A FOREIGN LANGUAGE MUST BE EXPRESSED IN TERMS OF ACHIEVEMENT RATHER THAN IN TERMS OF TIME SPENT IN THE CLASSROOM. WHILE CHANGING FROM TRADITIONAL TO FLEXIBLE SCHEDULING, IT IS INITIALLY SAFER TO REAPPORTION FAMILIAR ACTIVITIES TO DIFFERENT SPANS OF TIME THAN TO REDISTRIBUTE ACTIVITIES INTO NEW MODES OF INSTRUCTION (LARGE GROUP, SMALL GROUP, LABORATORY). INSTRUCTIONAL COSTS MAY BE CUT BY REPLACING TRADITIONAL INFLEXIBLE CLASSROOM INSTRUCTION WITH LARGE GROUP MEETINGS, LABORATORY WORK, OR SELF INSTRUCTION. HOWEVER, A CAREFULLY PLANNED CURRICULUM IS NECESSARY TO ALTERNATE BETWEEN THESE KINDS OF INSTRUCTION. FLEXIBLE SCHEDULING CAN BE AN IMPORTANT TOOL FOR SOLVING SPECIFIC INSTRUCTIONAL PROBLEMS AND IMPROVING INSTRUCTION. THIS ARTICLE APPEARED IN "THE DFL BULLETIN," VOLUME 7, NUMBER 1, OCTOBER 1967, PAGES 6-8. (AF)