In this article, textbooks for Spanish as a Foreign Language (ELE), which are used in German border regions to France will be analysed regarding the integration of the neighbour language French by taking into account specific criteria deriving from principles of didactics of multilingualism and neighbour languages. The referred analysis will be expanded by further impulses for teachers who aim to design material with regional focus and to integrate the neighbour language French into their textbook-based ELE classes. In detail, the article will be opened by a theoretical part, which covers a discussion of central terms, concepts and interfaces of the didactic approaches. Afterwards, an examination of French as a school subject in Germany will be undertaken to reveal potentials for the subsequent ELE instruction. Following this, the research design for the textbook analysis will be discussed and the model of analysis will be illustrated. After a presentation of results which are combined with further impulses for teachers, an outlook for future research perspectives will be given.