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)

This article begins with an overview of the literature that establishes the value of sayings in foreign language teaching. It is argued that authors of textbooks should use sayings because they make up such an important part of a language. The most common sayings that should be found in any textbook are listed. (LET)

This article reports on findings obtained from an online survey answered by 97 foreign language department chairs. The Web survey was pilot tested for validity and reliability and obtained a Cronbach's reliability coefficient of .80. The results suggest that student learning outcomes assessment in American undergraduate foreign language education…

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)

A successful course at the University of Delaware teaches German literature in translation. Sample paper topics and class projects are noted, and it is argued that translation courses do not weaken a language program, but often stimulate students to study the language itself. (CHK)

In 1971 the College of the Holy Cross (Minnesota) set up a summer language and cultural program in Cuernavaca, Mexico for their students of Spanish. After intensive grammar in the classroom students are sent out on "survival" situations involving verbal communication with Mexicans in the market place, schools, prisons, etc. (SC)

The expositions are a concentration of the pedagogical conception which has been developed in Lower Saxony for the reform of Secondary Level 2 within Work Group A (linguistic-literary-artistic area of study). They must be examined and judged in close connection with the "Aids for Secondary Level 2" published by the Department of…

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

In Australia, foreign languages are no longer required study. Asian languages and English as a foreign language are the most widely studied. Introductory linguistics courses are often given prior to actual foreign language instruction, and traditional teaching methods have been displaced by the use of sound and visual recordings. (AG)

The analysis of a film is proposed as an alternative for one of the two required text analyses in the French examination for the Higher School Certificate in Australia. This entails the addition of film courses to the general curriculum. (Text is in French.) (TL)

Discusses teacher responsibilities and some aspects of good teaching. Makes specific suggestions about foreign language courses and curricula. (PMP)

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)

This article expresses the need in foreign language instruction to narrow the gap between the study of literature and language studies. It suggests presenting literature not only in the written form, but by means of other semiotic systems. The literature specifically dealt with is that of the song-poem. (CLK)

Criticizes the tendency of language teachers to rely on the content and methods of the text and argues that teachers must themselves decide on the approaches appropriate to the objectives they have established. The audio-lingual method is examined critically, and the cognitive-code learning approach is briefly described. (KM)

Surveys the linguistic situation as well as the organization of foreign language instruction in the countries of Western Europe. Although linguistic diversity would serve rather than hinder mutual comprehension and cooperation, monolingualism is the usual tendency in most of the countries with the exception of Holland and Luxemburg. (Text is in…