Cultural studies have developed into an important reference discipline for foreign language didactics in recent years, providing crucial impulses for linking linguistic and cultural learning in foreign language teaching. This volume brings together a series of essays discussing the relationships between cultural studies and foreign language didactics using French language instruction as an example: What contribution can cultural studies research make to the development of an intercultural French curriculum? Which topics and perspectives from a cultural studies viewpoint motivate learners to engage with France and acquire the French language? What role does intercultural regional studies play in developing intercultural competence, and what is its didactic place in learner-centered instruction? In addition to fundamental considerations on the dialogue between cultural studies and foreign language didactics, intercultural concepts and teaching-specific models for French instruction are also presented.