ABSTRACT
In the introduction to this part of the book, I wrote of the personal response that was represented in these practical case examples. The various contributors have chosen distinct formats to describe Modern Languages Across the Curriculum. However, such differences in accent are more than simple personal preference. Rather, they reflect cultural differences of theoretical understanding and practical implementation in modern languages learning and teaching. There are individual ways in which the methodological trends discussed in chapter 2 and the theoretical reasons explored in chapter 3 have impacted on the policy and practice of various nation states. Interpretation, adaptation and application will always be shaped by cultural factors, as well as perceived priorities, opportunities and threats. There are also wishes and needs: what would happen in an ideal world and what must happen in order to comply with official policies. Questions of who decides practice and how to support developments are also raised. However, despite differences in cultural horizons, the various case examples demonstrate a remarkable uniformity in terms of issues and concerns. I want to address these briefly by returning to the dimensions listed in the introduction to this part.
