A discussion of public language policy formation focuses on the situation in the Netherlands and Europe. First, a number of considerations in the formation of second language instruction policy are reviewed, including determination of content, conditions of instruction, and languages to be taught. The Dutch national program for foreign language instruction is described. The program was designed to enhance language instruction, in response to concern about the foreign language competence and projected language competence needs of the Dutch population. Some of the program's policy recommendations are summarized, including those concerning the role of language instruction in the overall education system, how to divide language instruction within and outside the formal education system, regulatory measures, and adjustment of objectives to match language needs. The political perspectives of two international organizations, the Council of Europe and the European Community, are also outlined. It is concluded that a policy for language instruction should be established separate from general educational policy and general language use policy, and that the role of central authorities, governmental and organizational, may vary a great deal. A brief list of references, data on Dutch children's language competence, and a policy-formation checklist are appended. (MSE)