The Hebrew program at the State University of New York at Albany uses a variety of instructional approaches tailored to individual learning styles. A major program component is the use of 108 half-hour videotaped lessons that include opportunities for student response, graphics, and skits demonstrating and eliciting appropriate usage. Many of the tapes bring the student into Israeli society through the experiences of a young American tourist, whose beginning-level Hebrew improves along with that of the students. The instructor is a resource person who serves as a model for oral work, provides tutorial assistance, and suggests alternative learning strategies. A variety of scheduling options is available to the students, who pace themselves in learning and testing. Advanced Hebrew students may enroll in a practicum to work with the teacher in the lower level classes. The videotape-centered program featuring linguistic/cultural interrelationships has these advantages: (1) students learn to communicate by translating meaning, not words; (2) vocabulary items are presented in expanded speech acts; (3) historical development in the language is evident; (4) stress is on both verbal and nonverbal communication; (5) culture conflict and its resolution are illustrated; and (6) the role of Israel as a center of immigration is shown. (MSE)