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)

Foreign language study at Secondary Level 1 should be limited to the language itself. Area studies should come in Secondary Level 2. Cultural data must not be given as cliches, i.e., the "industrious German," but must be delimited historically, socially and ideologically. (Text is in German.) (IFS/WGA)

Area/cultural studies have not enjoyed their rightful place in foreign language teaching because of their lack of orientation. They should not only be seen as revealing "sets" of data; they should be analyzed for patterns in terms of the target area rather than the native culture. (Text is in German.) (IFS/WGA)

Examines a number of English teaching textbooks for the terminal junior high school with respect to their culture content, finding overemphasis on London and on history, with too little attention to present-day problems, including daily life in school. Recommends more emphasis on cognitive learning. (Text is in German.) (IFS/WGA)

"Area studies" are here viewed as "civilization"; the concept is described and specific topics suggested. Area studies may start in the beginning class, using dialogs and role-playing, anticipating real-life situations in the foreign country. A sample teaching unit for grades 8-9 is presented. (Text is in German.) (IFS/WGA)

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)

Offers lists of goals and criteria and refers to various approaches to the teaching of area/culture studies. Concludes that such studies have only an ancillary function in FL teaching, where the primary goal is achieving ability to communicate. (Text is in German.) (IFS/WGA)

Describes an advanced French civilization course, some of the instructional materials used, and the teaching methods adopted. (AM)

Lists and describes several U.S. Government documents relating to France and French civilization. Their pedagogical value is also discussed. (DB)

This article provides an analysis of textbooks available for teaching French civilization and ranging in orientation from subjective, historical, geographical, cultural and sociological approaches to anthropological, semiotic, comparative and linguistic ones. The content and the format of the texts is dealt with, as well as various teaching…

Based on an examination of numerous manuals, the current content and approaches to the study of French contemporary civilization are presented. Analytic commentary is provided of the books considered. (SW)

Various basic questions are posed concerning area studies. Taking as an example the textbook "English H 4," comment is made on the relation between language teaching and area studies in the Hauptschule ("terminal" junior high school), on the teacher's handbook, and on forming stereotypes. (Text is in German.) (IFS/WGA)

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)

Supplementary, non-textbook materials used in Russian civilization classes include "Paintings from the Russian Museum Collection," with text in Russian and English; a Russian desk calendar; "In the Russian Style," with costume photographs and poetry excerpts, and a Russian primary school book. Uses of these materials are discussed. (CHK)