The teaching of the Chinese language in the United States needs first to depart from the classical attitude that the sole goal is research, and to include among its objectives the occupational needs of all types of learners. To meet the problem of student "nomadism" at home and abroad, there should be certification of all transfers in terms of generally accepted standards of content and proficiency. The entire gamut of facilities in Chinese from high school through college and into graduate years and including summer sessions and full-time programs should be studied to determine the most effective calendars for acquiring the needed language tools. In the interest of teaching efficiency and the promotion of interest in study, newer techniques and gadgets should be appropriately introduced into the academic program. Group action is needed in these four areas. (Suggested levels of spoken vocabulary for the first four years and a modified version of the Foreign Service Institute's competence scale are given in this paper.) (Author/AMM)