Abstract
In recent years, cultural instruction has been touted as a way to help foreign language programs boost student learning outcomes, enrollments, and many other measures of program strength. In order to investigate the relationship between cultural instruction and program strength in a university‐level German program, students in first‐ and second‐year German were surveyed over a period of four years on their perceptions of German study. The survey data suggest a moderate to strong correlation between cultural instruction and multiple measures of program strength, including student engagement, enrollment persistence, and the perceived relevance of German study.
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