A review of the college foreign language requirement and the general status of language instruction in the curriculum leads to suggestions for curricular reform at all educational levels. The malaise of the college student is explored and a call is made for reexamination of the rationale and content of language programs. A two-stage curriculum is urged in which the teaching of culture be given a preeminent position. Distinctions between biculturalism and bilingualism are also discussed. The audiolingual and the cognitive code-learning approaches to second language learning are contrasted and their weaknesses criticized. The development of better student and teacher relationships is seen to be of immediate importance and inextricably bound to curricular relevance. (RL)