Universities across the country are experiencing a decline in the number of undergraduates choosing to major in the humanities in general, and similar trends have been observed specifically in the study of foreign languages (FLs), cultures, and literatures. The educational and social psychological literature has explored uptake, or a student's…

Discusses the increasing importance of culture in the foreign-language classroom. Suggests that if the question of culture and language learning is addressed from the perspective of the affective elements contained within both, it may be possible to adopt a more ecumenical approach to the former and obtain a more powerful tool for helping students…

Describes the development of a Russian language enrichment program for four year olds and kindergartners. Visual aids, songs, games, and skits were used to introduce and review lexical items, whereas discussion focused on the cultural contrasts between the lives of Soviet and American children. (Author/CB)

Discusses the validity of offering courses concerning foreign civilization in English to non-speakers of foreign languages, in order to motivate students to study foreign languages. (CLK)

Presents pedagogical arguments for integrating Web-based student pages into intermediate and upper-level foreign language courses. Shows how Web-based student pages used for community-building activities and the presentation of culture projects contribute to meeting the five Cs--communication, cultures, connections, comparisons, and…

Defines "global education" and urges foreign language teachers to establish dialogue with global educators to determine whether they want to or can be a contributing part of global education. Components and goals of global education are also discussed. (EJS)

Describes how foreign stamps can be collected, catalogued, photographed, and arranged in thematic areas in order to be incorporated into a language curriculum or culture cluster. (Author/AM)

Discusses the status of teaching culture in the Arabic language curriculum. Ten cultural learning objectives for students of Arabic are presented, and examples of how culture capsules and culture assimilators can be used in class are included in Appendices. Three difficulties in teaching Arabic culture are described. (Author/LMO)

Describes a college Spanish program consisting of a ten-week, intensive language course on campus and a ten-week, cultural immersion program in Mexico. (KM)

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

Describes the process by which an authentic document may be integrated into first- and second-year college and high school classes to form a cultural component of foreign language study. A discussion is presented on how linguistic and cultural information can be extracted from these documents to form the grammatical level of students. (Author/VWL)

Outlines a unit intended for self-instruction at the beginning level of French. The focus is on particular aspects of French culture. (CLK)

Of 21 beginning French textbooks evaluated according to presentation of French culture, only two met the cultural and pedagogical criteria derived from various models. Lacking this cultural content, students cannot fully learn the foreign language. (PMJ)

A self-instructional unit of six sections offers exercises, vocabulary, activities and self-tests that deal with shopping in Spain. The unit is designed for the first-year high school Spanish class. (KM)

A series of short articles are presented featuring aspects of the American Bicentennial and stressing classroom activities and projects suitable for foreign language students and teachers. (Author/CLK)