The statement presents a consensus of what South Carolina educators expect children to know and be able to do in foreign languages, and the changes needed in the educational system to support what teachers and students do in the classroom. It is not a curriculum guide, but is intended for use by policymakers, instructional leaders, teachers, and communities as a broad instructional design for improvement of the educational system. The first section looks at the rationale for foreign language instruction, including economic, cultural, and intellectual reasons, enrollment trends, and directions for the future. The second section outlines a systematic approach to change, offers guidelines for designing an effective program, describes different program models, and discusses the choice of languages to teach. Alternatives to full-scale, self-contained foreign language programs are examined in the third section, and recommendations are made for improvement in teacher certification, professional development, and student opportunities. Section four addresses the need for assessment and evaluation and outlines performance objectives for language skill areas at the elementary, middle, and secondary school levels. Specific classroom techniques are discussed in the fifth section, and criteria for selection of instructional materials in the sixth. Contains 30 references. (MSE)