Language testing must be an integral component of any foreign language program. It should relate closely to the objectives of the program so that students are tested on what they practice in the classroom. Although language testing during the past few decades has been concerned primarily with measuring only linguistic knowledge, more consideration is being given to performance testing of communicative competence. Testing of listening and reading proficiency are very common today, principally because they are easily written using a multiple-choice format. Tests of speaking and writing, although less common, are receiving more attention in the classroom. Nonlinguistic aspects of communication need to be incorporated into tests of communicative competence. Students need to learn how the people of a culture communicate and interpret cultural and social information. Research in language testing has moved from a principal focus on validity and reliability to include important psycholinguistic aspects of second language acquisition. Areas within language testing that need special consideration are: more emphasis on the development of valid tests of communicative competence; the development of training materials for administering and scoring performance language tests; better dissemination of information about successful methods of testing foreign language proficiency; more concern for criterion validity; and methods for testing at the higher levels of language proficiency. (Author/SW)