One of the perplexing problems in individualized instruction has been how to incorporate class and small-group activities into a system based on the use of LAPs. Directly or indirectly, language involves social interaction through linguistic exchange. The socialization of the individual is a learning process, and learning includes many social components. Social interaction seems to be an indispensable component of the learning situation, especially in language learning. At the communication level the students must interact with each other.
James (1974, p. 54) sees a classroom in which students are "set apart from each other to work on carefully systematized assignments" as a "stagnant form of education—a bore." Duane (1974) maintains that LAPs are not a total instructional system and that the teacher must be cognizant of the need to maximize the amount of human interaction in the classroom. Johnson and Johnson (1974) believe that this curricular organization is appropriate for cognitive materials and skills, but the approach may produce feelings of loneliness and isolation and fail to develop interpersonal and group skills.