Studies indicate that American students have an inadequate understanding of world affairs, with implications for United States national security, business interests in foreign markets, and education in general, and specific recommendations have been made for the improvement of foreign language instruction. Foreign language education in the 1980s reflects fundamental changes in philosophy and objectives, and leaders in foreign language education agree that the fundamental objective is the ability to use language in meaningful ways. With this shift in approach, changes are necessary in program content, instructional materials, and learning activities. Innovations include elementary school programs emphasizing language use in real-life situations, immersion, exploratory programs, schools of international studies, the international baccalaureate, and instruction beyond the classroom. The global education movement in social studies has been especially relevant for foreign language study, and technological applications in foreign language instruction are being updated to emphasize communication. Another current emphasis is on assessment of language proficiency. Improvement in preservice teacher education, while indicated, has been difficult, but a variety of inservice development options are available, and professional associations are an important source of assistance. A need exists for additional research and promotion of public awareness of foreign language study. (MSE)