In contrast with declining interest in the study of commonly taught languages in recent years, there has been a significant growth in the demand for instruction in the "neglected" or "other" or "less commonly taught" languages; schools and universities are therefore faced with the problem of providing the opportunity for students to learn languages which in many cases have not been taught previously and for which there are no readily available instructional programs, trained teacher or tested materials. This paper examines central concepts in the development and operation of self-instructional courses in languages which would otherwise not be included in the curriculum. Among the topics discussed are: individualization of instruction, reflecting the differences in student interests, needs, aptitudes and objectives; and self-instruction, emphasizing the importance of training students in language-learning techniques. Consideration is given to material adaptation and development, participant orientation, the use of language laboratory facilities, tutorial sessions with native-speaking informants, evaluation and program supervision. (Author)