An experienced teacher of English as a second language (ESL) laments the lack of dialogue between ESL and other foreign language teachers and outlines some of her concerns about the foreign language teaching profession, including the lack of strong linguistic theory to replace the earlier structural emphasis, unrealistic methodologies, incomplete teacher education, absence of collaboration with classroom teachers on research studies and textbook development, and a general lack of recognition of classroom teachers' efforts. Four emphases for the future of foreign language education are proposed: serious consideration, and adaptation where necessary, of the communicative or functional-notional approach; elevation of education courses and research to a position of greater respect in the university; study of the effects of learners' personality variables on language acquisition in order to match personality traits with teaching strategies; and greater responsiveness on the part of schools to the needs and aspirations of minority groups. A global approach to education, expanding and extending cultural pluralism, is seen as a way to help students understand. (MSE)