A meeting of the United Nations Educational, Scientific, and Cultural Organization confirmed that teachers and research workers have been faced with the problem of diversification of methods and techniques in language teaching and with the necessity of adapting approaches to the specific needs of the many categories of learners. A new approach in teaching that has been observed is a move toward greater individualization of language teaching. The relationship between diversification and the individualization of teaching is unsatisfactory on its existing basis. A review of the language teaching situation in the various countries represented at the meeting and in a number of other countries revealed shortcomings in the following areas: (1) teaching materials, (2) equipment, (3) teacher training, (4) the contribution of language sciences, (5) teaching methodologies, (6) second language teaching at an early age and total immersion experiments, (7) definition of objectives, and (8) information and international cooperation. The diversification of modern language teaching involves consideration of three fundamental problems: how to define the objectives of language teaching, how to determine the language needs of the learners, and how to define the groups of learners. Instructional innovations, the teaching of languages to adults, and research developments are discussed. Proposals for future action to ensure the required diversification of language teaching are offered. (SW)