This paper outlines the ways in which natural, functional areas in international studies overlap with foreign language proficiencies. An overview of international studies and language developments is given along with contrasts between needs and realities, showing that educational practice in this area is out-of-phase. Today, the situation is packaged learning, monothink, jargon, and methodological sophistry, creating irrelevant and inapplicable knowledge. Given a desire for reform and restructuring of education, language training efforts could reinforce and be more closely aligned with international studies. Reasons for promoting this are: (1) survival in an increasingly interdependent world, (2) humanitarian compassion and responsibility of the "haves" for the "have-nots," (3) need for shared brain-power for the intractable problems of mankind, and (4) educating children to appreciate a diversity of cultural expression. An assessment of the nature of the world and the United States' place in the family of nations illustrates the necessity of linking international studies and language training. Points of international studies where language proficiency are essential include area programs, teacher education, technical assistance projects, study abroad, foreign students, problem studies, disciplinary specialities, professional schools, and non-traditional programs. (Author/ND)