One of ten studies commissioned to investigate research needs and to stimulate planning activities, this paper identifies and summarizes key issues within the area of second language teaching. The discussion is developed in three main sections: (1) a summary of research efforts from 1960-1980; (2) identification of research gaps; and (3) statement of priorities in relation to National Institute of Education (NIE) functions, and suggestions for involvement of interested constituencies. The first part notes the attention during the 1960s to program development and research on foreign language teacher quality, audiolingual methods, and certification standards. During the 1970s attention shifted to bilingual education. Section two notes gaps in research in optimum program models, certification programs, effectiveness and evaluation of teaching strategies, curricula and instructional materials, and the relation between bilingual instruction and pupil self-concept. Finally, recommendations are made to promote research on characteristics of effective language teachers, teacher background, pre-service and in-service models of teacher training, notional-functional curricula, elementary school foreign language programs, renewing and maintaining second language skills, evaluation of media for second language learners, and inter-agency cooperation. (Author/AMH)