This experiment examines a new psychological approach to foreign language study at the elementary school level. A principal objective is to determine the nature and importance of second language learning motivation in monolingual societies devoid of the daily living example of the target language and culture. A five-year French language sequence, consisting of an exchange of 1,200 correlated slides and tapes of the participants in the program and student- and teacher-made instructional materials, is described in the report. An experimental and a control group, beginning in grade 2, participated with their peers from Bethune, France, and Mossi children from Upper Volta, West Africa. Procedures, methods, results, and attitudinal questionnaires are presented. Concluding remarks indicate that the positive attitudes of the experimental group are attributable to the twinning of classes and the subsequent opportunity for interpersonal and intercultural exchange of audiovisual messages within a cultural context. For Volume 2, see FL 003 581. (RL)