In 2005 the AFTMLA (Australian Federation of Modern Language Teachers Associations) developed its Professional Standards for Accomplished Teaching of Languages and Cultures. These were published in a special edition of "Babel" in February 2006. Among the recommendations contained in the document, there is a section headed Program…

Discusses two approaches to the teaching of culture in the foreign language classroom, concluding that the more popular approach is that based on the teaching of culture through language. (AM)

A discussion of the integration of magazines and newspapers into the language class, as products and signs of our times. The objective is to put the student in contact with a human and linguistic reality from another culture. A method of vocabulary and grammar instruction is presented. (Text is in French.) (AMH)

A presentation of the French electoral process in the form of a drama. The acts are: the rules of the game, the electoral laws; a short analysis of the "plot," the campaign; and an imaginary account of a campaign. The intention was more methodological than informative. (Text is in French.) (AMH)

"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)

A school survey sought to determine high school students' interest in learning about French Canadians and Canadian French, as opposed to learning about France and so-called "Parisian French." (AM)

This publication is divided into two parts. The first part, "Study Abroad for High School Age Youth: Status, Purposes, and Proposed Directions," is by Stephen H. Rhinesmith. This article describes the status of study abroad programs in secondary education, discusses the purposes of such study, and proposes directions for future developments that…

This section is concerned with the French song in the classroom. Subjects treated are: students writing their own songs; suggestions for using songs; adolescence and song; the song as culture. Many exercises using all skills are included. (Text is in French.) (AMH)

A discussion of the difficulties one experiences in understanding a foreign language in song. The difficulty comes from the rhyme and rhythm, and from the medium, the form of linguistic expression, itself. (AMH)

Discusses the importance of cultural education in the FL classroom, three techniques for teaching culture are discussed: (1) the culture capsule, (2) the culture cluster, and (3) the culture assimilator. Examples are given, and values and drawbacks are discussed. (AM)

A description of a week-long, vicarious trip to France in a high school French class. The "trip" required students to do all the things a tourist does, and it utilized the four skills for communication purposes. Techniques for facilitating the process and for student evaluation are described. (AMH)

A good collection of French proverbs and their English equivalents, classified according to subject. It is suggested that proverbs be used to promote the learning of vocabulary, grammar and pronunciation, ease of self-expression, and appreciation of French culture. (AMH)

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 compilation of statistics with extensive comment and interpretation on marriage in France. The engagement, the wedding in all its aspects, as well as opinions on numerous topics related to marriage are considered. Several suggestions on the use of the material in the classroom are given. (Text is in French.) (AMH)

A discussion of social drama understood as observable reality. Social reality with its value systems or lack thereof, as defined by a particular environment and context, and the implications of social drama for the teaching of civilization are discussed. (Text is in French.) (AMH)