This paper reports on a quantitative investigation into the occurrence of English in product advertisements in Dutch-speaking Belgium, French-speaking Belgium, France, Germany, the Netherlands and Spain. For each country six issues of Elle in 2004 were collected and all ads of half a page or larger were analyzed, for a total of 2,384 different ads. More than two-thirds of those ads contained one or more English words. The actual occurrence of English was low, since 90 per cent of the ads with English were partly in English and partly in the local language, and only 13 per cent of the total amount of the text in those ads was in English. English was especially used for advertising products that can be associated with modernity. Our results regarding the amount of English used and the position of English in the ad do not completely corroborate those of other studies. This could indicate an increase in the use of English in product ads, but it could also be due to the fact that we applied a different research method than had been previously used. The countries we investigated differ considerably in the amount of English used. These differences shed new light on earlier theoretical studies that have compared European countries on the use and status of English.

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LEARNING A FOREIGN LANGUAGE is important in intercultural business communication (IBC) studies. But equally important is developing intercultural communicative competence, that is, a recognition of the cultural factors influencing behavior in business encounters around the globe (Beamer, 1992;Bennett, 1986;Varner, 2001). This article suggests how tertiary-level foreign language (FL) courses can be contextualized to promote intercultural learning geared to "achieving an awareness of cultural diversity and an understanding of different modes of living and behaviour" (Krück, 1992, p. 299). It describes the learning projects and tasks incorporated into the 1st-year IBC program at Nijmegen University in the Netherlands, where an integrative approach to course programming was introduced in 2001-2002. INTERCULTURAL LEARNINGByram (1997) assumes a direct relationship between FL teaching and the development of intercultural communication competence. In his view, FL courses should not only teach students the language needed to communicate but also confront them with "the experience of otherness," as the effectiveness of communication in the FL depends on their ability to "decentre" and understand how messages will be 308

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