This curriculum guide for Indiana's foreign language education (1) establishes what proficiency is at the end of each of four instructional levels, through sets of competencies, or learning outcomes, to be achieved throughout that level; (2) defines progress throughout the sequence of levels in terms that can be readily understood; and (3) integrates culture and communication at every instructional level in the sequence. An introductory section for teachers offers suggestions for using the guide in identifying appropriate competencies, defining equivalent learning outcomes, and adapting them to the school district's needs. The guide is organized by the four instructional levels, with each consisting of a course description and specific proficiency statement, a list of statements describing learning outcomes in general terms, and a series of learning outcomes or generic competencies. Each generic competency has four components: a description of communicative competence, or student performance; a list of skills involved in performing the communicative competence; linguistic content, in levels 1 and 2 only; and an evaluation schema for teacher use. Rating scales for evaluation are appended, and three addenda to the guide contain specific learning outcomes for French, German, and Spanish. (MSE)