A selective review is presented of the most recent theoretical pronouncements and practical applications of the interdisciplinary approach that are of significance to foreign language teachers and learners. The central focus is on problems and solutions within the two broad areas of institutional structures and curricula. Fifteen conclusions and implications of Warriner's earlier study are reviewed in the light of new developments and increased interdisciplinary activity since 1970. The number and variety of course descriptions appearing in professional literature appear to indicate a much higher incidence of interdisciplinary activity in language units at almost all levels. The one notable exception remains the elementary school language programs. Significant interdisciplinary changes are taking place at all stages within the organizational patterns of higher, secondary, and elementary education. The university department is analyzed as an organizational unit affecting developments in interdisciplinary studies, and strategies that have been tried within and across departmental lines are discussed. A variety of interdisciplinary course and program offerings involving language faculty are cited. There are very few truly interdisciplinary textbooks on the foreign language market, and interdisciplinary training programs for teachers are at an early stage of development. It is important that teachers have formal training in the fields under study in a given course. (SW)