This study has been prompted by a concern that the term intercultural understanding (IU) has appeared in English curriculum policy texts in order to address macro issues with scant pedagogical attention to its effective implementation at the micro level in the modern foreign languages (MFL) classroom. The article investigates pupils' perceptions…

This article presents an approach to literary texts that develops students' language proficiency, content knowledge, and analytical skills through the interweaving of three content areas--literary analysis, stylistics, and culture--at the beginning, intermediate, and advanced levels of the foreign language curriculum. Consistent with…

Discusses the place of culture in the second language curriculum and describes some techniques and materials which have been developed over the past two decades to teach culture, as well as the kinds of materials that are still needed. (EKN)

Primary school languages education continues to be a challenging issue for all states in Australia. In Victoria, LOTE study is provided at the primary level to address the needs of linguistically diverse communities, as well as to provide an enriching learning experience for monolingual speakers of English. The challenge remains to ensure that…

Eight recent monographs and collections on area and culture study in foreign language teaching are discussed and compared. The focus is on the various authors' definitions of the topic (culture, civilization, realia, etc.). Mentioned also is the function of area study in the course. (Text is in German.) (IFS/WGA)

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)

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 desirability of learning the foreign civilization in conjunction with learning a foreign language is discussed, and an approach to civilization study to be incorporated in foreign language study is set out. (RM)

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)

Future teachers are not getting enough education in area studies nor in practical use of the foreign language. They should be able to converse fulently about the foreign country. This necessitates thorough revision of university curricula, including required language courses throughout the course of study. (Text is in German.) (IFS/WGA)

Describes pilot classes in culture-oriented French and Spanish instruction conducted over a two-year period. (KM)

Recommendations are made for a curriculum in first year language introductory courses in New South Wales high schools which would place greater emphasis on cultural understanding than on language itself. A sample course outline is given and suggestions for group and individual activity given. (RM)

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)

Outlines a four-year program of German study aiming to give students a basic ability in spoken and written German, knowledge of German culture, and preparation for advanced German study. Study topics and textbooks are included. (CHK)