Three developments in the field of foreign language education seem to have particularly great potential for foreign language teaching and learning in the 1990s: (1) proficiency; (2) technology; and (3) authenticity (PTA). The first of these developments involves the language proficiency movement's debate over the establishment of a common metric by which foreign language experience and proficiency can be measured. The second development concerns technological advancements computers, satellite communications, fax phones, interactive video, CD-ROM, electronic networks, and artificial intelligence. The developments in technology, however, do not remove the element of human creativity in conceptualizing good research projects and instructional applications. This job is still the teacher's responsibility. Properly used, the new technology can be a valuable adjunct to teaching. The third area of development in foreign language teaching, authenticity, involves the use of printed and electronic materials prepared by native speakers for native speakers. Even in the first week of classes, students can be asked to deal with these materials at a level appropriate to their language skills. Foreign language instruction can also provide information about the world. The use of authentic materials makes this task not only easy, but unavoidable. (DJD)