Research studies from different areas of the country are cited to support a favorable view of the effects of FLES instruction and to identify the most effective FLES instructional arrangements. Effects of FLES instruction on language achievement in elementary and high school and on general achievement in elementary school are noted. A study on mental maturity in FLES and non-FLES young children is also cited. Such instructional arrangements as time-spacing during the week, sequence of oral skills, physical involvement, and effectiveness of the classroom teacher are considered. An annotated bibliography is included. (AF)