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)

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)

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)

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)

The A-level French syllabus is criticized for its emphasis on translation and its failure to teach the language as a contemporary medium of communication. A curriculum guide is presented based on the layout, development and history of Paris and French society. (CHK)

Literature-dominated foreign language courses, and their failure to develop cross-cultural understanding, are discussed. Changes in language syllabuses to include other aspects of the foreign culture are suggested. (RM)

A recent examination of the secondary education in New South Wales has led to the conclusion that foreign language study would best meet the needs of the community as one of the social sciences in the core curriculum. Bases for this conclusion are discussed. (RM)

One answer to this question is the teaching of subjects other than literature, particularly in "intermediate French." Instruction in Franco-American relations is culture. Topics discussed are: establishment of precise objectives, limiting topics, access to documentation, teacher preparation, teaching methods. Examples of projects are given. (Text…

Recent proposals concerning integration of foreign language study with social science study in New South Wales are described, and the background of debate in linguistics against which these proposals may be viewed is outlined. (RM)

Discusses the necessity of incorporating cultural themes in the German curriculum of American colleges from the beginning level on. These themes should be contemporary, should help the student contrast the foreign culture with his own and help him see language as a system of symbols. (Text is in German.) (TL)

Describes a cultural unit centered on German wines. After a series of preparatory lessons showing how the topic touches on geography, history, and social customs, the unit culminated in a wine tasting. (EJS)