Distance education in second languages in the United States has grown in a piecemeal, uncoordinated fashion, and it remains marginal to both distance education more generally and to the bulk of foreign language instruction throughout the country. One handicap, arising from very limited demand in business for foreign language skills, is lack of innovative development in industry that advances other distance learning. A major national need for adult-oriented, individual language learning facilities remains unmet, particularly materials and facilities for remediation and maintenance of decaying language skills. Within the formal education system, distance education reaches a small fraction of all language learners and has less impact on current instructional practice than might be expected. To remedy this situation, attention must be given to upper-level skills instruction, production of flexible modules of less than full course length, extension into the less commonly taught languages, provision of opportunities rich in cultural context, and adoption of a common research agenda. (Author/MSE)