Foreign language teaching is currently in a state of flux, as is natural when any discipline is undergoing basic theoretical and procedural revision. The behaviorist trends applied to the audio-lingual habit theory were a major break-through for foreign language teaching, and skills ignored by the grammar-translation method were brought to the fore. Today, joint research in linguistics, sociology, and psychology has resulted in a much more complete and comprehensive statement as to the nature of language itself, the nature of learning a language, and the nature of language functioning within society. The author discusses some of these findings and how they could be integrated into a new foreign language teaching methodology and consequent classroom procedures. A "possible class schema" for foreign language instruction concludes this paper. (AMM)