ABSTRACT  Neurolinguists have recently demonstrated that language learning is a multifaceted process which activates simultaneously the modes of perception of the left and right cerebral hemispheres. Current brain research therefore points to the need for “bimodal” foreign language instruction - that is, eclectic pedagogical practices which stimulate in tandem the brain's two hemispheres. This paper evaluates the “bimodality” of the theoretical model accepted by advocates of proficiency-oriented instruction and recommends that further research be conducted to ascertain the effects on student proficiency of a “bimodal” pedagogical approach.