An individualized, interdisciplinary approach to French second language instruction is discussed in the context of Argentina's secondary education system. An introductory section briefly reviews general problems associated with the compartmentalization of subjects in education and proposes a re-integration of the objectives of French second language instruction into the objectives of the secondary curriculum. A second section discusses the interdisciplinary approach, particularly the distinction between instrumental and behavioral methods, and the intradisciplinary and multidisciplinary approaches. A subsequent section specifies the principles of individualized instruction and their integration with the interdisciplinary approach. These principles include definition of objectives and formative evaluation. Ways in which these principles of individualization are already put into effect in French second language instruction are outlined, and additional strategies are suggested. (MSE)