'Saber y ganar - ist das ein Quiz?' - Multilingual instructional elements in approved textbooks for integration courses in German as a second language. In light of current approaches to (foreign and second) language education, recommending a multilingual approach as a teaching principle, this article questions the extent to which such theoretical concepts are reflected in the definitions of the current framework curriculum for integration courses in the Federal Republic of Germany and how they are translated into instructional concepts in the related textbooks. The study identifies a clear lack of systematic implementation of the curricular guidelines as well as of current scientific findings regarding multilingual approaches in the examined textbooks. As a consequence a prompt closing of the gap between theory, empirical research and teaching practice is demanded. This gap has to be closed jointly by research, education administration, providers for education and training, teaching practice and publishing houses.