Based on qualitative research conducted in 3 university English as a foreign language classrooms in Chile and 3 community college English as a second language classrooms in California, this article examines the approaches used in teaching culture in these classrooms, the differences in how particular cultures (usually national cultures) were…

Describes comparative study of Greek American students participating in a Greek transitional bilingual program with Greek American students in regular monolingual public schools. Concludes both bilingual and monolingual groups had high cross-cultural awareness and/or positive attitudes toward Greek and Anglo cultures. (BK)

Proposes a three-phase agenda including an awareness campaign for teaching of culture; realignment of programs and courses; and establishing research agenda, developing model programs, and writing exemplary materials to integrate culture into K-12 second language education. (BK)

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)

Illustrates techniques of stimulating classroom discussion in language courses through imaginative use of poetry. (RL)

A description of the Kluckhohn model for analyzing cultural value systems, based on such cultural orientations as human nature, man-nature, time, activity, and relation, demonstrates its applicability to teaching the cultural components of elementary and intermediate foreign language courses. (11 references) (CB)

Asserts that language teachers should utilize "horizonal" coordination, i.e., attaching what the student learns about a foreign people to what is being learned in other subjects. Discusses the National Council for the Social Studies' program which uses "horizontal" coordination in studying people's cultural values, institutions, and ways of life.…

Emphasizes the integral relationship of language, communication, and culture. (RL)

Reports on research intended to determine whether easing the cognitive processing load by having writers deal with contextually familiar material improves fluency, grammaticality, and complexity of the writing. Overall results tend to indicate that writing does improve when the material is culturally familiar. (EKN)

Discusses the development and implementation of a series of culture units for use in elementary German courses. Describes a typical unit, which consists of a set of slides with accompanying text, outlining presentation strategies and class activities. Finally, analyzes the results of a course evaluation by students. (MES)

The use of menus in the instruction of French as a second language, for both cultural education and for the development of communicative competence, is described. (CLK)

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)

Analysis of the responses of 286 students of German to a questionnaire regarding their interest in textbooks' cultural content showed that the 10 textbooks analyzed did not generally offer much information on the highest-ranked 25 (out of 99) topics of interest to the students. (24 references) (CB)

Publishes the results of an annual survey of Doctoral degrees granted in foreign languages, literatures, cultures, linguistics, and foreign language education in the United States. (Author/VWL)

Describes how one college developed new skills and attitudes among the general faculty and how these faculty went on to integrate foreign languages into their teaching. The article also details how the program underwent a transition from a federally funded experiment to a regular and popular program at the institution. (CB)