Uses of pre-recorded and student-generated videotape recordings in the foreign language (FL) classroom are described and discussed from the perspective of their utility in helping students achieve target language communicative competence. It is suggested that viewing authentic video materials provides an opportunity to observe extralinguistic elements (distance, body language, vocalization patterns) necessary for successful communication. Developing their own videos allows students to transform this and other "passive" knowledge into active communication. In creating and producing videos, students must first decide which actions must be performed, interact to carry them out, and finally, react to one another in communicating their message. Student-generated video projects can take many forms and be adapted for use with different levels of language, civilization, and literature classes. In small groups (3-4 people), students work out topic details, distribute the workload, and plan out-of-class meetings. Three successful video projects are described: (1) use of authentic French television news broadcasts as a model for student news broadcasts; (2) writing, production, and filming of a version of a traditional fairy tale; and (3) student performance of some type of communicative activity. Evaluation, debriefing, and written peer critiques are explained. Contains 20 references. (MSE)