An analysis of the trend in teaching African languages as a second or foreign language (AFL2) looks at patterns in the objectives of AFL2, teachers and learners, and instructional environments. Three basic program objectives in AFL2 are distinguished: language proficiency (basic conversation); language competence (close to native skills); and knowledge for linguistic analysis. Four types of language teacher-learner combinations are identified: native-speaking teachers qualified in language teaching who have a common language with the learners, adequate for teaching and learning; native-speaking qualified teachers with a common language not adequate for teaching and learning; unqualified, non-native-speaking teachers who have a common language with learners, adequate for teaching and learning; and unqualified, native-speaking teachers without training in the language or linguistics, and learners. Four locations of instruction are noted: in the learner's home country; and three areas outside the learner's home country (Europe; America; and Asia). Implications for AFL2 of these variations are discussed. An ongoing project in Japan in which Yoruba is taught as a second language by two different methods (bilingual and direct/monolingual) is described, and issues arising within this context are examined. Suggestions are made for advancing AFL2. Contains 13 references. (MSE)