In the last four decades, many of the studies on contrastive linguistics have been intended for and directed to second language teachers, on the assumption that a major problem in language learning arises from interference caused by structural differences in the native and target languages. However, this effort has had little impact on the textbooks, methodology, or classroom practice of second language teaching. Factors in this failure include the following: (1) the large number of strong, attractive innovations proposed to the profession; (2) a trend toward exclusive use of the target language in instruction; and (3) use of native speakers with no knowledge of the students' native language, making contrastive analysis impossible. With the now pressing need for deeper relations between members of the European Community, translation is gaining ground and contrastive linguistics may follow suit. Contrastive linguistics can be an efficient tool to aid in second language teaching and learning, complementing other methods and approaches. (MSE)