All teachers are teachers of language, whether they recognize it or not, but the importance of language for learning, training, and vocational competence is underemphasized in much postsecondary education. As a result, performance in language for specialized purposes is declining and employers are dissatisfied. An adequate education in language must include options for skill development in a variety of languages including English, community, and foreign languages and should provide an interdisciplinary approach to language use and learning. Language learning objectives should be explicit and openly discussed in the classroom, and English language use requirements in standardized tests should no longer discriminate against working class and bilingual students. A common communicative core language curriculum using different starting points has been proposed in several curriculum and testing plans. All colleges should develop a broad, interdisciplinary language policy and make organizational changes to implement it. Postsecondary level language learning is effective only when negotiated by teacher and student through adequate procedures. (MSE)