In this paper I argue that an integrated language and cultural studies syllabus offers the best opportunities for achieving a genuinely communicative approach to school-based language learning. In the first section 1 suggest that meaningful language use can be consistently sustained in the classroom only if a coherent syllabus of knowledge is studied through the target language. 1 also suggest that the most appropriate subject for such study is one where the target language offers the students learning opportunities not available through their Ll - a requirement met by comparative cultural studies. In the second section 1 discuss some of the issues involved in designing a programme for cultural studies. In the third section 1 present an integrated syllabus for the junior cycle of secondary school and in the fourth section 1 discuss the implernentation of the syllabus.

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