This paper discusses those aspects of personality development relevant to language learning. In particular, second language learning is shown to entail personality modification. References are made to the place of values, attitudes, and the model of the world in personality; to the role of language learning in developing favorable cross-cultural attitudes; and to the adoption of teaching methods that capitalize on the learner's natural language learning processes and reinforce his concept of himself as a person capable of acting and learning independently. Freire's notion of conscientization is drawn upon for its implications for the learner's self-concept as a language learner and bilingual in a diverse society and for teaching methods. Major phases of personality development are re-negotiated in second language learning and teaching methods are required that take this into account. These considerations lead to second language teaching methods that envisage interaction or "community involvement" as a central teaching/learning process bringing into effect natural language learning abilities and catering for the personality development needs discussed. Finally, brief reference is made to the outcome of an advanced language teaching project conducted at the Mount Gravatt College of Advanced Education, Brisbane, and to its effect on attitudes and language proficiency. (Author)