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)

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

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)

A brief description of language requirements and course offerings at the University of Texas. The variety of cultural courses and other components are an attempt to relate legitimate course content and objectives to students' lives and community needs. The impetus given by the National Endowment for the Humanities to language instruction and…

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)

Discusses the reasons that students need foreign civilization courses, and briefly outlines what should be taught and what the teaching methods should be. (CLK)

Enrollment in ethnic studies courses is greatly increasing as students seek to learn the history, language, nature, problems and contributions of their own ethnic group. Language departments can aid this trend and meet students' needs by offering language and ethnic literature and culture courses. (CHK)

This paper first addresses the issue of the contradictory nature of informed opinion and advice in the foreign language field today. It goes on to consider such controversial topics as the introduction of the written symbol, teaching the language versus teaching about it, teaching culture, the usefulness of FLES, and individualization. The…

A digest of the reports, lectures and discussions at a colleges association conference. The program addressed concrete, pressing concerns, such as initiating student exchange in class, intensive language courses, problems posed by literature classes, the role of foreign languages in the curriculum and the outcomes of foreign language study. (AMH)

This curriculum was completed during phase III of Project SEARCH, a nationally validated project designed to humanize elementary and secondary education by creating, developing and implementing innovative models in the curriculum through an integration of the humanities and the arts. Project SEARCH is an attempt to help students apply both…

As part of the Goals Clarification topic of the 1975 Northeast Conference, a workshop entitled "The Non-Major Foreign Language Student" was presented. This article contains the workshop's most salient ideas, presented at a time when foreign-language study is in considerable jeopardy at all levels. Offerings are being limited, and highly qualified…

A discussion of Chinese instruction in a Bordeaux lycee. Specific questions addressed are: enrollment; reasons for studying Chinese; the study of the written and spoken language; the need for an appropriate textbook; teaching culture; and the need to organize Chinese as a regular course in the curriculum. (AMH)

This Report presents an exploratory preview of the problem of teaching culture at the elementary school level in foreign language programs. Two basic premises underlie this study: (1) the study of foreign languages and cultures is an essential part of the education of today's children, and (2) language and culture are inseparable, that is, to…

Films can contribute a great degree of authenticity to the foreign language classroom. The University of Oregon has found very enthusiastic reactions to the BBC Spanish language program "Zarabanda" among both students and instructors. "Zarabanda" consists of 25 episodes, each approximately 30 minutes long, available in video…