A basic principle of second language learning is the need to negotiate meaning in any language-learning situation. Once meaning is established, comprehension follows. Clusters of meaning result in schemata, which serve as the basis for sustained communication and ultimately, permanence of language learning. The comprehension approach to second language learning assumes that learning can only occur when meaning is involved, and that meaning must be negotiated in any teacher-student interaction. Its methodology focuses on the optimum ways for meaning to be conveyed and internalized, and takes advantage of (1) appropriate involvement of brain hemispheres, (2) organization of language around semantic fields, and (3) the correct order of language skill development (listening, speaking, reading, writing, and culture). The teacher's job is to find the balance between what the student already knows and what the instructional materials make explicit. These principles can be applied in classroom instruction in such techniques as action demonstrations, paper-and-pencil demonstrations, and limited-speech exercises, use of audiovisual aids, writing exercises, conversation-building, simple story production, and use of prepared texts, depending on the skill level of the learner. The same principles can be used to provide focus in teacher training and supervision. (MSE)