Provides a model for becoming more student-centered when addressing cultural materials in the classroom. The model comprises three phases: (1) an information-gathering phase, (2) a target-language communication phase, and (3) a phase in which cultural values are discussed. (Author/JL)

Suggests that foreign language learners will achieve a higher level of language if they are made aware of--and given the opportunity to manipulate--extralinguistic variables with regard to the texts they study. Teaching materials (e.g., textbook dialogues, audiotaped or videotaped texts) should include the context-based information necessary for…