INTRODUCTION - University of South · Web viewAsk a teacher to translate and teach him better English. Bryce: Get him to teach us handball. Ben: Get him to teach us and then play

Phase 1 teacher participant example

German Year 7

Holger Nord

Victoria

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Attention! TEACHERS AT WORK!

Welcome to an example of teachers’ programmes drawn from their work during Phase 1 of the ILTLP. Teachers were asked to plan, document, teach (at least in

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part) and share, either a long term teaching programme (e.g. a semester long programme or longer) or a short term teaching programme (e.g. a unit or term long programme).

Their work is provided for you to examine, consider and make use of, in expanding your own understanding of intercultural language learning in practice. Not all programmes provided by Phase 1 teachers have been posted on this website. Some teachers did not feel comfortable with sharing their and their students work at this time, others did not manage to obtain the various permissions to include student work and photographs and others did not create programmes that fulfilled the ILTLP requirements.

What kinds of materials can you expect? You will not find models of programming that you can instantly adopt and

teach among the work posted here. That was never the intention. You will find ideas about programming that you can use, however, working in your own context.

You will not find ‘best practice’ or exemplars of definitive programmes for intercultural languages teaching and learning. You will find some outstanding approaches to programming that advance our understanding of how to make intercultural languages teaching and learning a rich and effective learning experience for students.

You may find what you regard as some errors of language use or some hints of pedagogies of which you may be critical. However, you will also find professional educators striving to make sense of their work with students, interculturality and language learning. You will find a great deal to learn from.

What this and other teachers’ programmes show are ‘teachers at work’. The Phase 1 teachers responded to their particular contexts, the curriculum and assessment frameworks they must work within, the particular demands they and their students face in languages education and their own ‘learning-by-doing’ in relation to intercultural language teaching and learning. You will see how a teacher and a group of students working together, taking account of their own identities and cultural understandings, make learning happen. The teacher profiles and reflections generously provided by these teachers provide professional insights into the interaction of programming and ‘what happened’. One teacher asks at one stage during her teaching ‘Do I know what I am looking for here?’ It’s a highly professional question about what learning looks like. It’s a question for all of us.

You will also get glimpses of pedagogies at work to bring the structure, sequence and assessment aspects of teaching into life. One teacher scratches her head and asks her children how we might categorise the groups they belong to, here in Australia and if they lived in Japan, and the words they would use. Others introduce ICT at crucial moments or involve parents and other teachers. Reading across these programmes, you will get a sense of the dynamic that teaching from an intercultural language teaching and learning stance creates, for teachers, for students, for whole schools in some cases, and for communities in others.

You will learn a great deal!

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UNDERSTANDING THE LAYOUT

Teacher participants in Phase 1 of the Intercultural Language Teaching and Learning in Practice project were asked to develop a number of sections in their programmes or units of work. These sections are explained below. Teachers prepared their programmes on an individual basis, and may not have followed these sections in the same sequence.

Teacher profile

In this section teacher participants profile their socio-cultural and linguistic enculturation, consider how this shapes teaching and learning in their programmes and how they apply this in their interactions with students.

School context

In this section teacher participants describe the context of the school and its language programmes. They may describe the demographics of the school, the languages offered, the levels at which it is taught, the number of students taking a language, the number of teachers, resources and facilities, the assessment requirements and the place of languages in the curriculum.

Programme

The programmes provided by the teacher participants in this section may be a unit of work all of which was taught in the classroom or a long term programme of which a part was taught. The module content and assessment procedures follow the teaching policies and instruments and assessment requirements of the state and territory education system.

Reflection

Here teacher participants reflect on what they learned through their programme preparation, identifying the changes that the intercultural focus necessitated in their programme planning, teaching and assessment and the impact this had on their students’ learning.

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School context

Physical and intellectual learning context

This high school in regional Victoria was established in 1909 as an agricultural high

school, focusing in technical and agricultural needs and application at the beginning.

Over this period of time great traditions have been established and the school has

grown in reputation.

The original school building still exists and is currently used as an adult education

centre. In 1958 the move was made to the present school which was completed in

1960 as the original school was no longer large enough to cater for the students who

wanted to attend. With about 1100 students, today the school has become a

regional learning centre for many little towns in the “Goulburn Valley” area.

At the moment, the school community is facing great challenges because of its

merger with another local college. The future tasks are not only of a logistical nature

but there are also social-cultural issues to face, trying to form and direct a new school

community for students and teachers alike.

This high school is a coeducational school where language learning is regarded as a

contribution to the general development of skills that are meaningful and necessary

to a successful life beyond school life. As stated in its handbook, its priorities are,

among others, “to ensure a teaching and learning program which is challenging and

appropriate to the needs of all students”. As a consequence, learning/teaching is

seen as an important tool to develop creativity, flexibility, intellectual rigour, critical

thought and most importantly to gain a deeper understanding of one’s own first

language and culture. Accordingly, the courses are oriented toward personal and/or

relevant, i.e. meaningful, aspects of students’ lives.

However, due to the lack of intercultural experience, the general discourse of this

country/rural community regard foreign languages as less important in comparison to

other subjects, thus also impacting on the learning attitude of the students. It sustains

a general disposition of indifference toward foreign language learning in the wider

school community. Hence, one of the greatest challenges is to provide a meaningful

and challenging class that exposes the students to initiate an intercultural

engagement and train and encourages intercultural curiosity and thinking.

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I am focusing on Pathway 2 students (i.e. beginning LOTE/German at High School).

They are Year 7 students and no one comes from a non-English speaking

background. Most students have learnt either Japanese or Italian. Two students have

learnt German at primary level. Before a very “homogenous” background in a rural

setting, most students are absolute beginners in German with various experiences

and knowledge in LOTE-learning. The actual class comprises 26 Year 7 students:

with 13 boys and 13 girls.

Programme and reflection

Rationale/Objectives: Instead of creating a “special” unit, i.e. out of the curriculum, this unit is based

on the main textbook of the course – Katzensprung 1 / Chapter 5. Its aim is to

develop and enable intercultural learning within the restrictions of the

curriculum and learning contents, in order to present a unit that integrates

intercultural learning, making it accessible, manageable and also practical

within real conditions of learning/teaching.

From this initial platform, intercultural learning must be seen as an essential

ingredient of student learning in LOTE-classes but not the primary focus.

Generated from my personal understanding of intercultural learning as

primarily as an intrapersonal cultural literacy, the individual realisation of

cultural representation in the L1 or L2 context (- see Critical Pedagogy), the

following goals are being pursued:

- open up (notice) and recognise differences/variability (compare)

- reduce generalisations/essentialism

- recognise, explore and express SELF/OTHER encounter

through/within a.) second language; b.) first and first and/or second

language contexts.

- Reflect on changes in own engagement with self/other

Intercultural approach means :

- additional authentic resources

- forms of intercultural interaction (Q-relating to self, relating self to

other comparing access to other)

- form of main tasks (emphasis on reflection)

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- nature of assessment task + criteria

(for me it means a “rupture” in the aspect of normality, expectations, and function of

SELF through or within the second language context)

UNIT FOR YEAR 7: SPARE TIME/HOBBIES/SPORTS

Resource: Text KATZENSPRUNG Vol.1

SEMESTER 2, Term 4, Chapter/TOPIC: SPARETIME

FOCI (linguistic, cultural, intercultural):

- vocabulary

- verb conjugation/pronouns

- hobbies/sports =culture depends on external conditions an internal

dispositions

- understanding + expression of individual preferences (vs notions of

generalisations of ‘we’, ‘Australians’, ‘Germans’…

- tackling authentic texts, here: statistics

Resources:

Rogan,P. Hoffman,F. Freeman, K. Muller, H. (2003) Katzensprung 1 Text and CD

Pack. Australia. CIS Heinemann.

Rogan,P. Hoffman,F. Freeman, K. Muller, H. (2003) Katzensprung 1 Workbook.

Australia. CIS Heinemann.

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UNIT OUTLINE

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STEPS/

PRO-GRESSION

CONNECTION WITH TASKS

INTERACTIONS / ENGAGEMENT (teachers-students)[intercultural learning: noticing, comparing, reflecting/applying]

RESOURCES/Text-types

COMMENT/REFLECTION/TRANSCRIPT

1st Period:

What is…?Introduction of “Hobbies and Pastimes”- acquisition of the linguistic means (in sounds and signs, i.e. Speaking and writing) to express oneself and cultural content in LOTE

SPEAKING – READING: Internationality/globalisation of sports: Same spelling in E /G, same pronunciation (at times!) of hobbies. Oral presentation of words/sentences

T asks (Student): brainstorm on Hobbies and Pastimes, preferably in German otherwise in English.T collates a list of English hobbies that Students shout out in class. T gives German translations on the board.What do you realise here? Look at all the sports!!!! [Noticing-Comparing] Students together read out German words. T checks on meaning. Students copy into their books.

Mind Map

Assessment: formative/informal: pronunciation

(Written after class): When initially asked: Do you play cricket? – Everybody said yes (only after pushing, Do you REALLY? Would you say that YOU play cricket?–Students answered: No, only when my brother forces me to (Jane). Then we discussed aspects of hobby. E.g. How do you say all the hobbies in German? I said, Have a guess look at the ball sports. Students: Most ball sports have the very same names: e.g. Badminton, Squash, etc: Why do you think they have the names? Students: Because everybody plays them. T: Yes, they are International sports! However, we don’t play Cricket or Footy in Germany. Have a guess, why don’t Germans play cricket. Students showed various levels of maturity, i.e. experience of (intercultural) reflection, abstract thinking and the ability (or willingness) to express their thought. Answers were: The Germans are too stupid for it. They are too poor. They don’t know it. The weather is too cold, or, (Rhyss): They simply don’t do it!

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STEPS/

PROGRESSION





2nd Period:

Who am I? Personalisation, utilisation of new linguistic forms (signs and sounds)

WRITING: Revision and application of new structures for different hobbies. Some sports you DO, PLAY, or just exercise: e.g.machen (do), spielen (play), klettern (climb)

WRITING:Presenting oneself: THE CROSS – a creative Identity game.

Teacher asks Students, Students ask each other! Was machst du gern? Was machst du nicht gern? (What do you like doing – What don’t you like doing?)

Write four sentences for two things you like/don’t like doing.

ID – game 1st box: age, height, weight, hair colour2nd: Siblings, where you live3rd: pets, what do you like or don’t like4th: hobbiesLeave middle blank and other Students write their guesses there [Noticing, Comparing, Reflecting – on a intra/interpersonal level]

Assessment: Formative: Going through their writing.

Mind map

Game COMMENT: The Cross-Game needs a whole period. I was short of time and could not finish it. Only a few went up on the board and Students said they could recognise the Students’ handwriting! But they liked the exercise and the creativity that was involved. Unlike other introduce-yourself-games, this was fun, entertaining and challenged the Students in as much as to not give away too much but also to leave important clues about one’s own identity!

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STEPS/

PROGRESSION





3rd Period:

Who are you?Extension and passive and active APPLICATIONPronouns/verb endings for I / You

LISTENING / WRITINGUnderstanding and responding to native speakers.Building a semi-authentic context and initiating an intercultural context

T: Let’s listen to what are the hobbies of our friends in ‘Katzensprung’. Can you understand your friends? P.56: A. Try! But first, let’s look at the words and see which ones you can understand… (clarifies meaning)

T What could you answer them? See exercise on page 57. Write down your answers!

As an introduction to 4th period, the following questions (together with handout) were given as homework:-How many disciplines do you understand without using a dictionary?What is the most popular discipline? What is the least popular discipline? (in German)Which sports are missing? (writing translations on the board)Why, do you think, they are missing?Assessment:

Katzensprung Workbook (pages 56-57)

Online:Statistisches Bundesamt, Statistisches Jahrbuch 2006 (pdf. Kultur, Freizeit und Sport: p. 21) http://www.destatis.de/jahrbuch/jahrbuch2006_downloads.htm

Comment: This class was very good and engaging. Started off badly as only two students did their homework! But through the competition – How many kinds of sports can you identify without using the dictionary – all the kids got engaged and had successes (even the Student that said, ‘I cannot understand any’, identified 9 different kinds!) Good discussion on Australian versus non-Australian sports!Transcript: Q: Why do you think that some of these sports are missing?St (Ben): Because they are Australian.Q: How are they Australian?St: FootyQ: Okay, Footy is Australian. Why is it that Australians are playing footy but not the rest of the world? (Bad choice of strategy; Who knows the answer as it is internalised and personalised learning!!!) Shht – hands up if you know the answer!Brady: Australia made it up.T: Yes, they invented it, okay. They invented it.Some Students comment: Australians are better.

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http://www.destatis.de/


Homework (Written) Angus: It was to keep the cricketers warm in winter or something.Q; What else do you think are reasons why Australia is playing footy but not the rest of the world?Angus: Some people do.THE BELL GOES

Great discussion on various sports and the worksheet initiated reflections on, What is Australian?, hence noticing and comparing took place!

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STEPS/

PROGRESSION





4th Period:

Who are they – Who are we? Comparison between GERMAN + AUSTRALIAN SPORTSImmersing in mono-cultural context of target language; reflecting on one’s own cultural background

READING / SPEAKING

Using authentic info, macro perspectiveComparison

Moving from macro/micro – us/them level

Intracultural perspective

In class: A. How many can you understand?Individual tasks: B. Which sports are missing? [Noticing – Comparing]

Extended list on the white board in German translation.C.) Why is it missing?In class: Why /What are Australian sports? (In English) [Reflecting]

Online:Statistisches Bundesamt, Statistisches Jahrbuch 2006 (pdf. Kultur, Freizeit und Sport: p. 21) http://www.destatis.de/jahrbuch/jahrbuch2006_downloads.htm

Are the contributions in section C (intracultural reflections) constructive, meaningful etc.? E.g. ‘It is an Australian sport because it’s just is!’ Guide students to a more thorough reflection – use Socratic dialogue model!

Good questions from Students: Do Germans have V8 cars or DTM? Do we play Basketball?

Now, questions were coming from Students in regards to the topic. It appeared to have sparked off a greater curiosity, though factually oriented but an initiation of intercultural language learning process: noticing, comparing, and reflecting.

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STEPS/

PROGRESSION





5th Period:

Who am I? Who is h/she?Wir – Sie- Ich – Mein Freund/Meine Freundin (we-they-I-s/he)-pronouns/verb ending

Debriefing

SPEAKING / WRITINGArticulating we – I – they – my friend and differentiating in LOTE (Self-Other and Intercultural perspective)

Extended and applied Intercultural reflection

A short debrief on last discussion and its meaning!

Teacher explains the four different categories, Students have to categorise sports.Create a list the typical sports for: Australien, Deutschland, Ich, Freund/-in (in pairs)At random Students say sentence for Australien (wir...; Deutschland ( sie…; Ich …; Er/Sie …. And write their sport on the OHP under each category (In GERMAN) [Comparing]

Good connection between I-WE-US-THEY. Students wanted to incorporate we and they. Q. Was this a mere oral exercise for them? Or truly deep intercultural language learning? Does it matter?

How come you chose x, y, z for Germany, or a, b, c for Australia? (In ENGLISH!) [Reflecting]

OHP

Oral discussionQ& A

(COMMENT on OHP; See appendices: It reflects the students’ categories and their notion

(transcript)T: Explain to me, explain to me/ How come you chose, for example for Germany Fussball, Yanzen, Handball, Golf, Ski Fahren, Billard oder Boxen. Why do you think Boxen…Ben? Ben: Fussball because they seem to have a lot of Fussball, they had the worldcup…Germany seems a lot, seems soccery.T: You think it is soccery, excellent. Do you think Australia is soccery?Joel: Not as much as other countries. [many other voices, some say yes]Student: No, not really…Q: Okay, what else is there? Um, why did you, um, who chose Tanzen?T: Olivia, you said tanzen in Australien und Deutschland, right?Q: So we could say what? Dancing is international?St: Yes.Q: What about Handball?St: What is Handball?T: What do you think Handball is?St: Kid’s game… Is it like Downball?Alice: It is like Soccer but you throw it around in nets like soccer.

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Assessment:Formative assessment: Students say their sentence for one of the categories (I- We- S/He - They; ich – wir – er/sie – sie). Then Students write the sports on OHP in the correct column.

what is Australian, German, personal etc.

Q: Think of it. Fussball – Handball!St: You use your hands.T: You just use your hands. In Soccer you are not allowed to use your? St: Hands. In Handball. St; Foot. T: Right. You have never watched a handball game?Teacher explains the game a little bit.…Q: And why don’t you have that in Australia? Why do you think, you do not play Handball?Student: Because we are violent.Lori: Because we have so many other sports, that it just didn’t fit in.Shelley-Anne: Because we did not make up the sport.Teacher points to their category (Australia). T points to the white board and asks: How many did you actually invent? (looking at the category for Australia)St: (Rhyss) We did not invent any of them. T: ONE, and that would be footy, ok? It Is not a valid argument that Germany does not play Footy because they did not invent it.Lori: We have other sports that is sort of similar, like rugby etc.T: Maybe. I like Travis’ point of view though, even though it may be not true. Travis says, “Because we are violent” Well I don’t think so, otherwise you would lynch me right now. But Travis has a good point,

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not because you are violent but think in general terms….Why do people do some sports and don’t do others? Why is it Bryce doing Kendo and, maybe, Lori is doing Karate, but you guys (points to some) are not. Why? Why not?St: ‘Cause everyone wants to do different things.T: Everybody likes different things. Listen, the important thing; ‘cause everybody likes different things. Don’t you think that sometimes happens also with peoples, different nations, that they like different things?St: Why do you think Footy is not so popular in Sweden?Luke: Because they like skiing.T: They like skiing. They are doing something else, okay.Lori: It sometimes depends on the climate, if it is (inaudible) or not.Q: How many disciplines, different sports can you see that would depend on different climates?

Great discussion and development of various learning aspects in regard to intercultural language learning:- Why is soccer German?- Who are we – what are we? Why do you play this or that and not other sports?- What is Handball? (interesting how

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students related it to their own experience and social world – downball, trying to press the new notion into schemata.

I loved the content debate on Handball and the extending thoughts in the answers. We don’t play it because…

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STEPS/

PROGRESSION





6th Period:

1. Revision

2. Intercultural evaluation

Oral revision of learnt structures and words

Debriefing/Revision

WRITING:Learning-consolidation-reflection application (from intracultural to

Teacher goes round and asks questions. Students take over and ask each other questions in class; e.g. Was spielen die Deutschen gern? Was spielt dein Freund gern?...

Discussion, Summary, summative statements (In English) (Remember last time, we had an interesting discussion about Australian and German sports, why are these things only in Aus/D?)Formative Assessment: Student respond to questions from Teacher or from other Students.

Survey [Reflecting]:-Why is Footy played in Australia but not elsewhere?-Why is it a national sport?-Scenario: Andreas (or Andrea) kommt nach Australien. S/he is

OHP

Survey

Discipline issuesBad start – forgot the OHP – foil

VERB-ENDINGS had to be repeated - AGAIN!!!!!!!!(Intercultural reflections/discussion certainly “bit off“ a huge chunk of time and is not firmly integrated into the learning process. – Wondering what the kids feel/think, when we have discussions in English. Do they see it as a part of learning LOTE or just as a chaotic, fun and free time? Does intercultural learning hinder the language teaching aspect??? Maybe one should start reflections and evaluations at a later stage (Year 9)? It certainly slows down the process due to its traditions (how it used to be run) and expectations (students are not yet familiar with the concept of reflections, thinking aloud etc. – not even in English!

Intercultural learning - SURVEY:Tried Assessment- really daft questions, did not have time to develop better ones. Problems: their level of understanding (e.g. did not understand question 2 = NATIONAL). Their thinking is not abstract

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intercultural skills)

very shy but seems nice. You only know that s/he plays ‘Handball’. What could you do to get to know him/her and make sure you BOTH have a great time? (N.B.: control group)Survey as summative and evaluative assessment!

enough, Bloom, or the way they are used to write tests – spoon feeding! First two questions tried to be summative. Whereas No.2 tried to be more open-natured. But they are too similar – aren’t they?The following questions:

1. Why is Footy played only in Australia? (expected answers: we like it, the climate, we invented it….)

2. Would you say that Rugby or Footy is a national sport for Australia? – Why?

3. Scenario: Andreas/Andrea, a very shy exchange student from Germany comes to your school. S/He seems nice. The only thing you know is that s/he plays HANDBALL. What could you do to get to know him and make sure that you both have a great time? (Answers: learn to play handball and teach him Footy!)

Answers: Nick: Play handball. He could teach you handball and you teach him English. Jake: Don’t talk to him (crossed out). Ask in German how to play. Brady: Teach him English. Ask him if he wants to play Handball then teach him how to play Footy or Rugby. Travis: Ask him if he wants to play handball. Ask a teacher to

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translate and teach him better English. Bryce: Get him to teach us handball. Ben: Get him to teach us and then play. Olivia: Ask him to teach us how to play handball. Try to teach him how to speak a bit of English. And maybe he could even teach us some German. Alanna: Let him teach you, then you can teach him a sport of Australia. Caitlin: Ask him to teach us how to play or ask Mr. Nord or someone who knows how to play. Then teach him one of our games! Lori and Jane: Invite him to explain then play handball, get to know him. Then introduce him to friends and start a game together. In return, teach him to speak English.

Great examples of an intercultural sensitivity.

IDEA – control group (ask another year 7 of German to answer the same questions!!!!!!!). Asked them one week later! (see appendix!)

Comment on Survey: The “control group, a parallel German class of Year 7 students wrote shorter answers. Some aspects appear commonsensical and less intercultural language learning e.g. trying to be nice. Yet, the knowledge that Handball is not downball, which led to longer more differentiated answers in my class, and the lack thereof: the control group understood it as ‘downball’, a common ball game among students at all schools in Australia, led to simple and less engaging scenarios, e.g. we can play handball with him. In addition, the aspect of communication was less prominent; while in the intercultural learning group the aspect of exchange and learning the tools necessary for it was focused on, the control group mostly focused on the aspect of playing together but neglected the issue of communication!

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STEPS/

PROGRESSION





7th Period:

1. Debriefing Feedback on the “survey”

Negotiating and disclosing expectations (Students and Teacher!)

When people do surveys they rarely think in advance what they expect. I tell you, after our discussions, I expected some comments on climate, culture or preference. Remember what we said...About the little scenario, I just wanted to know how you would approach that student. I was impressed. I think for me a good answer would have been... and most of you wrote along those lines. Others did not, but that is alright. I just wanted to know how much you took on board of the things we discussed before! You see, I want you to use your cultural and intercultural awareness. I mean, you are Australians, there are Germans and other nations and you know e.g. we don’t play handball here but we play Footy and use this as tools to get to know other people rather than as a barrier, a wall (you know what a barrier is?) not to get to know one another!Assessment: Formative assessment

SURVEY

Textbook p.58-59 (Photo story)

WORKBOOK (p.57 Ex.B, p.59 Ex.E)

I had the feeling that Students liked to be informed about the value and meaning of these “obscure” assessments like the survey. They appeared attentive and concentrating. Maybe they were surprised that a teacher tells them about a test where you have expected right answers but no wrong answers!Surely, it was very important to debrief, particularly in regard to meaning and function of intercultural competency. Students were very quiet throughout the class.

See general comment (appendices)

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2. Who are they?Extension of listening skills and vocabulary (pronouns they, s/he, I…)

LISTENING / SPEAKING/WRITINGWas machen Sie gern? What do others like doing?Was mache ich gern? What do I like doing?

Now let us go back to our friends – we have neglected them a bit. See what they like doing!Teacher and Students listen to the CD then read it (the text) together. Then go through questions 1-4. Afterwards, Teacher goes through class and asks Students arbitrarily one of those questions. Then Students take over. End up with dialogue on page 59 – WORK IN PAIRS.Teacher/Students use workbook. They follow instructions in the bookAssessment: HOMEWORK: Workbook: p.58 Ex. C.

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8th Period:

What are they? Signs and forms!

READING (“Visual Intelligence”) Signs and linguistic form

SPEAKING about cultural signs and artefacts (here: advertising and photos)WRITINGChoose one picture containing multiple activities and write two sentences. What are they doing?)

T checks homework

We are going to see some pictures from the German internet that advertises certain sports/hobbies. If you cannot identify them, what name would you give it and what sentence can you use??? Was könnt ihr sehen – What can you see? Was machen sie? – What are they doing (using the learnt phrases about spare time)?Sie spielen….

Internet images – Powerpoint presentation(google search: Freizeit, Laufen, schlafen, lessen, Freizeitbeschäftigung)…. (see appendices, included to show the material I have used!)

The glamour world and global appeal of advertising: apart from the lack of great quality of the images in enlargement, the pictures also appear not to hold an intrinsic “Germanness”, i.e. German specific, othering, distancing qualities. The Students executed their task but never noted any foreign qualities about the people, the background nor the sports/hobbies. The image search took a long time but the available selection was mostly limited to commercial sights. My goal was to provide insights into the private worlds.I believe that these images need a careful screening. Ideally, “typical” clothing, e.g. not available or necessary in Australia, German typical/iconic landscapes would be helpful to visualise aspects of the German culture.

I did not succeed on the intercultural learning level, however, as an oral task, powerpoint or video/DVD are great stimulants for a free but formative engagement with LOTE.

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Great student engagement but less comparison and reflection on intercultural language learning issues!

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9th Period:

1. Grammar consolidation (weak and strong verbs etc.)

2. What am I?

CHARADE!

Formal aspects of target language

Creative engagement and intracultural introspection and personal representation

Reading international signs for sports (pictograms)

Remember, one of the crucial “things” in the German language is the verb ending. When and how do we change verbs/doing words in German? Do you do that in English, too? Fill in the table on p.62 in your workbook and then try and tackle No.I on the same page.Formative Assessment: In class Teacher checks the answers of Students.

Okay, now let us have a bit of fun. Choose your favourite hobby/sport and play charade. Let us see which group will win – class is divided into 4 groups – but each group has to answer in a full sentence and NO ENGLISH! E.g.: Er spielt gern Footy!Formative assessment: correct answers receive points.Assessment: (homework) Crossword on international pictograms – Students fill in and Teacher collects answers.

Workbook: p.62 Ex. H/I

Crossword (genial Vol 1B, p.35) (See appendices as material that I have used!)

The charade created a buzz (often in English ) but a great sense of activity, determination and willingness to engage in German. I had the feeling that the presentation of one’s own preferences came more easily as well as the use of German to label these past time activities.

I think there was a great buzz and excited atmosphere. Everybody was part of a team but had also individual choice of choosing a charade. In terms of intercultural language learning- it can be regarded as an important step towards intracultural learning, that is to be able to represent oneself and parts of hobbies that are not necessarily regarded “Australian”. The embrace of the idea of individual choice and profile.

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STEPS/

PROGRESSION





10th Period:

Interpersonal skills

When and Why?Arranging days/time and an activity!

READING / SPEAKING / WRITING

Expansion of the linguistic context

SPEAKINGOral/interpersonal skillsDialogue...

Who knows some days of the week in German?Teacher collects and puts them in a sequence: Montag, Dienstag… on the board.Students in class repeat in chorus: Montag , Dienstag…A little dictation: Teacher: See whether you remember the word, listen to it and visualise it – can you se it written?Assessment: Formative (oral, written)

Okay, let us try and fix a date in German! P.60 in your textbookStudents and Teacher go through exercises 1 and 2.

Teacher plays “fruit salad” with the class. Here: “week salad”. Students sit in a circle which can then be used for the communicative task – walk up to someone and ask him/her Hallo Ben (German pronunciation if

Textbook: P. 60

I am not sure in what way we can talk about intercultural language learning here. Maybe wishful thinking is projected in my evaluation; Students were more willing and more at ease to engage in German. But this is valid for any skill that has been learnt and students feel confident enough to use it, practise it.

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possible) Hast du am Freitag nachmittag Zeit? Answer: Nein, da habe ich keine Zeit (possible extension: danke, Ciao, Tschüss...)Or, Ja, da habe ich Zeit. Was machen wir?Wir können Fussball spielen! Okay, ciao, tschüss...

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STEPS/

PROGRESSION





11th– 14th Period:

PROJECT

14th: presentation

“Free”, personal use of linguistic and intercultural knowledge

Word/context expansionNegotiating personal ideas on a macro and micro (personal) level

Skills:Brainstorming, Research, Collating, Arranging Information, Writing, Creative application/extension, Oral Presentation

Teacher negotiates with Students the assessment task.We have learnt some things about differences of the German and Australian culture. I would like to see how much you can use in situations. Imagine there is a German student and you want to negotiate hobbies, time etc. I am also interested what it means for you to be Australian or “being” German.Here you have my idea of an assessment. If you have any other constructive idea, please let me and the class know. I am happy to do something else![comparing, reflecting, applying]Assesssment: SUMMATIVE(see criteria sheet)

T divides class in pairs. The pairs are required to negotiate their own work and the various tasks each of them can do.

T gives out criteria sheet and

ComputerDialogue templateID-cardMind mapTime table

Students reacted positively to the briefing but most of them had problems with the creation/constructions of different Identities (Australian/German). Another big problem was the Google search; Students did not have access to Google and a free search. Hence, they could only go to specific sites.

I believe this was too close to a “normal” conversation task. An intercultural exploration/extension did not take place – more material needs to be provided, e.g. actual biographies. Intercultural language learning needs to take place through concrete, tangible, thought provoking and experience related material; related through its otherness or its sameness, helping to investigate self-other or us-them constructions. Also, what were my expectations? Where did I want the students to go (mentally)?

Comment : The presentation is still in process. I only can provide one (rushed) presentation They chose their own names

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dialogue model. Goes through the model in class.

– great! The fluency and language skills are also excellent!Intercultural language learning: names and hobbies indicate a greater ease and confidence among students not only to use German but also to represent and exchange information about Self!

STEPS/

PROGRESSION





15th Period:

End of Chapter

LISTENING / WRITINGExtending context and vocabulary

Was machen unsere Freunde im Textbuch sonst noch am Wochenende? Do you understand my question? Let us eavesdrop and find out...Now, did you understand everything – find out and use your workbook

Textbook p.61-63- Workbook, p.64

NOT YET DONE

16th Period:

Who is she?A native speaker about her hobbies

Application in an “authentic” context

T: Okay, you have learnt a lot. Let us see whether you can apply it to the “real” stuff – Germans.Listen to this video and put everything down you understand! [Noticing]

Assessment: Formative assessment: Listening

Home made Video NOT YET DONE

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General Comments on the Project

Many of the elements tried out in class appear to be mere hints of possibilities and

speculation in regard to intercultural language learning. In order to establish more

secure and reliable data more time (longitudinal) is necessary in order to establish

learning and differentiate it from personal social disposition, common sense,

assessment performance etc.

I also believe that a more elaborate workshop could have been useful in order to

cover dimensional aspects of intercultural language learning work in class, or basic

perspectives for our work, e.g. intrapersonal exploration, personal representation,

interpersonal cooperation, etc. (similar to Tony’s hands-on example).

On the other hand, if intercultural language learning is true to its theory (and multiple

intelligence framework and latest educational policy) that it is a personal experience,

then teachers exploring their own notions of “intercultural learning/teaching” is valid.

In regard to my “survey”, comparing the intercultural language learning group and the

control group, the question between a general social disposition among students and

intercultural competence remains and it is hard to assess and evaluate. However,

the intercultural language learning group as a whole (bar one student) has returned a

scenario where they a) integrated the information that “Handball” is not downball but

a completely different game, not played in Australia, and b) they focused on the issue

of teaching/learning from each other, and information exchange. Most members of

the control group focused only on the aspect of the game, assuming that Handball is

“downball”, and did not consider the exchange and learning-from-each-other effect.

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INTERCULTURAL ASSESSMENT TASK

Write 2 mind maps (can be in English but need German translations!): one for

an Australian student living in Melbourne, one about a German student living

in a place of your choice in Germany. (Choose your own names, background

such as Lieblingsfarben, Lieblingstiere, Lieblingsmusik etc – research on the

internet!). Design two ID-cards!

Write two “Freizeit” timetables (see p.60 – Textbook) according to your

biographies.

Write a dialogue, in which you introduce yourself, arrange a time to meet and

exchange ideas about why you want to meet. Use appropriate greeting and

departing routines! Expand and use your own phrases and words where you

can!

EXAMPLE:

GREETING (and introduction????, name, age, where you live, where you are from

etc….)

A: Was machst du am ___________ (choose day and time)?

B: (You can repeat am (day and time) Ich mache/spiele ________ (choose hobby).

Und du?

A: Ich mache/spiele _____ (choose hobby).

B: Hast du am _________(choose another day/time) Zeit? Ich möchte _______

spielen/machen (choose another hobby).

A: Nein, da spiele/mache ich ________ (choose different hobby). Hast du am

(choose day/time) _______ Zeit?

B: Ja , super.

Saying good-bye, when you will see each other again…

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CRITERIA SHEET NAME______________________________

5 = Very

High

4 = High 3 =

Medium

2 = Low 1 = Very

Low

0 =

Not

Shown

CREATIVITY –

PRESENTATION;

WORD

RANGE/DEPTH

(new words)

PRONUNCIATION

GRAMMAR

ID of characters;

timetables,

research;

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Documents

INTRODUCTION - University of South · Web viewAsk a teacher to translate and teach him better English. Bryce: Get him to teach us handball. Ben: Get him to teach us and then play