A discussion of foreign languages in elementary schools (FLES) includes both historical and current overviews of FLES in the United States and makes recommendations for development of FLES programs. The historical review looks at program design and methods during the 1950s and 1960s and the successes and failures of program types and approaches. Examination of present conditions looks at the variety of teaching methodologies used and their outcomes, with some attention given to the way children acquire their first language and its implications for second language learning. Advantages and disadvantages of various methods (grammar-translation, audio-lingual, cognitive-code, direct, Natural Approach, Input Hypothesis, Suggestopedia, Total Physical Response) are explored. It is concluded that salient needs include: community and administrative program support; expansion of immersion programs; expansion of languages offered; teacher training; development of technology use; better articulation across grade levels; and additional research. Contains 33 references. (MSE)