High on the list of today's educational priorities is the effective programing of pictorial stimuli as language teaching tools. The value of any image depends on its content of information, and essential for clear comprehension of any picture are the principles of causality, parallelism, and contrast or negative comparison. Both artist and teacher must avoid visual ambiguity, unnatural visualization, distortion of meaning, and must stress meaningful interpolation. A line drawing is more valuable than a photograph because of its amplified potential as an abstraction and its low cost, but it is useless as an effective classroom audiovisual aid if it needs detailed explanations. Coordinated pictorial devices for language instruction could best be developed by a team of audiovisual researchers, including artists, methodologists, graphic experts, and psychologists. For a related document, see FL 000 823. (DS)