Today's language arts teacher must adapt himself to the individually-paced classroom environment of the future by utilizing the newest procedures in his field within the current structures of the heterogeneous, homogeneous, or "core"-type classroom. The teacher of a heterogeneous group must insure individual student progress by differentiating the levels, content, and objectives of work assigned. In the homogeneous class structure, he must create experiences which differ in kind, not volume, for high, average and low groups--e.g., independent study for high, teacher-directed committee work for average, and concrete, utilitarian objectives for low. The core program implies a thematic, interdisciplinary approach where the understanding of language arts is enhanced by sociological, historical, and other implications of a topic, with the use of varied audiovisual materials and resource people. If teacher performance is to be evaluated competently, then an awareness of new developments and goals is essential. (MF)