Various ways of incorporating area studies into the curriculum are examined. The three approaches mentioned in the title are found impractical. The best approach for the foreign language teacher is to put the language first, and bring in area study items where appropriate. (WGA)

Discusses the need to standardize foreign language curricula to the extent that content for each of the four successive years of a language program is universally accepted. (DD)

Emphasizes the need for a methodology for treating nonverbal culture in the foreign language curriculum, and describes the ways computer-based technology can present video reference material. Suggests that lack of language competence often results from the inability to interpret the nonverbal system of signs present in the foreign culture. (SL)

This article contradicts previous statements by Jack Stein that German literature courses in translation should not be offered by the German department. This paper argues that such courses will not compete with original-language courses, but will provide opportunities to more students to read great works of literature. (CHK)

Suggests guidelines for the teaching of culture and presents a possible classroom vehicle. It is emphasized that while refinements of civilization should not be ignored, culture as perceived by the man on the street should be of central concern, particularly in early states of language study. (EJS)

The use of radio material for foreign language study is not new, but it has largely been limited to students at the advanced level. The concept of listening to authentic material at a very early stage of language learning is promoted, and using radio commercials effectively as supplementary materials in language classes is discussed. (SL)

This article begins with an overview of the literature that establishes the value of sayings in foreign language teaching. It is argued that authors of textbooks should use sayings because they make up such an important part of a language. The most common sayings that should be found in any textbook are listed. (LET)

A successful course at the University of Delaware teaches German literature in translation. Sample paper topics and class projects are noted, and it is argued that translation courses do not weaken a language program, but often stimulate students to study the language itself. (CHK)

German as a Foreign Language Philology is a new subject developed at the New Philology Faculty of the University of Heidelberg. Students whose native language is not German can earn a Master of Arts in this field. The study plan, educational goals, and the content and organization of the curriculum are described. (Text is in German.) (TL)

Argues that literature should have a place in the foreign language classroom even at the beginning level. It aids in clarifying vocabulary, grammatical structures and certain cultural idiosyncracies. (Text is in German.) (TL)

A "German Semester" concentrates four or five simultaneous courses in German language; literature; art and music; science, philosophy and psychology; and social sciences, with faculty as well as outside lecturers from the various disciplines. (CHK)

Currently some skepticism exists concerning the value of area studies--especially the concept of "national traits." Also, the alleged motivational value may be offset by the sacrifice of language-learning time. German language teaching has followed the U.S. lead; American teachers might profit from German experience. (Text is in German.) (WGA)

Career-related courses in German have focused on scientific German and German for business, and emphasis has been on the training of management-level personnel. Suggestions for instructional programs in German are offered. (SW)