The pluralistic approaches as didactic methods that mobilize more than one language and culture in language teaching (foreign, secondary or native language) give substance to didactics of multilingualism whose goal is the integral linguistic development of the individual. With a well-developed theoretical foundation, the pluralistic approaches continue on their difficult path until they are de facto integrated into the didactic repertoire of teachers. Although their cognitive and affective benefits are acknowledged, pluralistic approaches have only recently entered the teaching practice through textbooks. In this study, the presence of pluralistic approaches in German textbooks for foreign or second languages in general and for Spanish as a foreign language (Espanol coma lengua extranjera/ELE) specifically is being investigated. On the basis of a detailed analysis of an ELE textbook as a case study, the most important tendencies of the curricular consideration of the pluralistic approaches in foreign language teaching in Germany are illustrated.
