This paper constitutes an analysis of the audiolingual concept in terms of what it was originally intended to mean and what it has come to mean in second language teaching. Basic to the concept is the notion that language was originally a matter of oral communication, and that although writing and writing systems are central, they have secondary importance. An audiolingual form of language will always exist, whether individuals are literate or not. With regard to second language teaching, the concern becomes the character of the language to be used in gaining control of a speech system other than one's own mother tongue. In this regard, the important events in the history of foreign language teaching in America are discussed. The development of audiolingual philosophy and methods are stressed. Questions are raised concerning the role of audiolingual language in courses, the relationship between audiolingual methods and literature, and the consequences of not using audiolingual principles. Current uses of the word are outlined and a summary of essential classroom procedures that coincide with the concept of audiolingual language is provided. Notes on the question period following the presentation conclude the paper. (CLK)