This paper explores the need for radical reform in the training of foreign language teachers. This change would provide language teachers with an understanding of the social and psychological aspects of language learning, especially motivation; the nature of linguisitc systems and how individuals create and use them; and the relationship of linguistic system creation to language and usage stereotypes. Thorough training in sociolinguistics, psycholinguistics, and linguistics should be a major portion of language teacher education. If teachers were equipped to think about their students as individuals within the framework of linguistic and social values and would collaborate across disciplines, then a collective understanding of how to make the most of the existing situation to provide vocational and cultural enrichment for students is possible. Research efforts should be redirected toward this kind of reform in teacher training. (MSE)