The status of foreign language in the elementary school (FLES) is discussed in an attempt to dispell the myth that there are few successful FLES programs in the U.S. Results of an eight-state survey show that 18% of the responding elementary schools report that they do teach foreign language. Descriptions of eighteen innovative programs confirm that there are highly successful programs of the following types: (1) language immersion (programs in which most of the elementary school classes are taught in the foreign language); (2) partial immersion (programs in which up to 50% of the classes are taught in the foreign language); (3) curriculum integrated foreign language instruction (programs in which the daily language class is conducted in the foreign language and is supplemented by additional culture and language study in the regular classroom); (4) FLES (programs that have foreign language from one to five days a week and emphasize oral communication); and (5) foreign language experience (FLEX) (programs that aim at exposing children to basic concepts of foreign language). Recommendations for elementary foreign language programs cover the following topics: definition of goals, articulation, language assessment, program administration and cost, parent and administrator support, resource materials, teachers, and supplemental classroom activities. The literature review covers optimal age for learning a foreign language and program design and evaluation. An extensive bibliography including curriculum resource guides completes the volume. (NCR)