Intercultural Awareness in the German Classroom

Karen Luond FowdyWAFLT 2012

AATG “Alle Lernen Deutsch” Committee

From ALD Mission Statement:“We recognize our obligation to ensure that present and prospective teachers of German have access to up-to-date information on German-speaking people and their cultures. We affirm the principle that the multicultural composition of the contemporary German-speaking world be accurately reflected in the instruction of German.”

Neuer Blick, Neue Stimmen Seminar Berlin 2009, 2010, 2011

“This two-week seminar… seeks to further an understanding and appreciation of the breadth of diversity found in the German population.”

Ein Fünftel der Bevölkerung hat ausländische Wurzeln

Zuwandererfamilien stellen in Deutschland fast 20 Prozent der Bevölkerung.

Statistisch gesehen verjüngen sie die Republik. Etwa jeder fünfte Einwohner in Deutschland hat

ausländische Wurzeln. Nach Angaben des Statistischen Bundesamtes

lebten im vergangenen Jahr etwa 15,7 Millionen Menschen mit Migrationshintergrund in der Bundesrepublik. Die Mehrheit von ihnen (8,6 Millionen) hat einen deutschen Pass.

Die Zeit, 26.09.2011

Alle Lernen Deutsch Summer Workshop, August 2012St. Paul, MinnesotaTWO Publications:

Attracting and Retaining Students*Recruitment and retention, the Culturally

Responsive (Inclusive) Classroom, Deliberative Dialogue, Social Justice in the Classroom, Web resources, Bibliographies, Glossaries of terms, and more…

A Culturally Responsive Curriculum: Units for Instruction*

Standards-based Sample Curriculum Units*Titles may change

Thematic Curriculum Unit Overarching Theme: In der Stadt / Meine Nachbarschaft Kreuzberg SO36Targeted Proficiency Level: Novice high-Intermediate low

Enduring Understandings: Negative perceptions are hard to overcome. Prejudices inhibit deeper understanding. Essential Questions: How does a neighborhood reflect its residents? How does a neighborhood shape the people who live there? How does perception reflect and affect reality? How can misconceptions about a neighborhood be changed?

Knowledge and Skills Students will know…

Students will be able to…

Students will know: • a neighborhood in Berlin that is

known for its cultural, ethnic, and religious diversity.

• the causes and effects of a neighborhood in transition.

• individuals from the neighborhood.

Students will be able to: • describe the location of the

neighborhood in Berlin • describe the neighborhood and

its landmarks • describe how their own

neighborhoods affect and reflect their culture(s).

Interpersonal Communication In small groups, students discuss what they have learned about the neighborhood of Kreuzberg and the people who live there through the materials in the unit and their research (for the presentational PT).

Interpretive Communication Students will read or hear description/commentary about the neighborhood and answer questions to show comprehension.

Presentational Communication Students will prepare a presentation about one aspect of the culture of Kreuzberg (e.g. music, graffiti, food, youth culture, school, people).

Machen wir jetzt eine virtuelle Reise durch Kreuzberg! X-Berg Projekt: Eine Reise in das multikulturelle Berlin: Video http://http://www.xberg-tag.de/film.html Fotos http://www.xberg-tag.de/design/bilder/bild_10.php Artikel http://www.xberg-tag.de/artikel/artikel.php

Was ist „Die Idee“ von dem x-berg Projekt? (in deinen eigenen Wörtern, bitte)

Formative Assessment Interpretive Communication Mein Kiez –Meret Becker

Meret Becker ist Schauspielerin und Künstlerin. L Was ist ein Kiez? Kann man deine Nachbarschaft als “Kiez”beschreiben? Meret Becker fühlt sich wohl in ihrem Kiez—Kreuzberg 36. Hier ist eine kleine Entdeckungsreise durch Berin Kreuzberg. http://www.youtube.com/watch?v=7BNKQgCjizk

1. Wie findest du das Gebäude? 2. Gib mindestens 5 Adjektive! 2. Was für ein Bau ist es? • das Hochhaus, ¨er • das Reihenhaus • das Bungalow, -s • der Wolkenkratzer, - • die Wohnsiedlung, -en • das Schloss, ¨er • die Hütte, -n • der Altbau, -ten • der Neubau, -ten • das Einfamilienhaus, ¨er, …. 3. Möchtest du in diesem Gebäude wohnen? Warum (nicht)? 4. Wer wohnt wohl in diesem Gebäude? Warum? 5. Umgebung: Wo befindet sich dieser Bau? Ist das praktisch? 6. Könntest du dir diesen Bau auch in deiner Heimat vorstellen? Warum? Warum nicht? (geschr. von Ingrid Zeller)

Stationenarbeit:6 Bilder mit Aufgaben

Role of Culture

Culture

Familie

Karen Luond Fowdy Lisa Hendrickson

1. Choose a THEME you will be teaching this year.

2. Think of how you might incorporate resources that would more accurately reflect the diversity of the German culture.

Brainstorm . . .

SAMPLE THEMES:*Biographical facts*Interests / hobbies*Family*School / studies*Friends / peers*Geography (climate, political)

*Stores / shopping *Food / restaurants*City / community*Travel / transportation*History / current events*Ecology / the environment*Work / career*Intellectual / aesthetic pursuits

INTERCULTURAL COMPETENCE Curiosity – asking questions,

looking for answers, interest in other people and their way of life

Openness – receptive to interacting with people of different cultures; receptive to ideas that are different from one’s own; withholds judgment

Ability to refine generalizations about the target culture using supporting evidence, and distinguish them from stereotypes

Ability to make comparisons between documents and events in target culture and one’s own culture; ability to identify possible points of misunderstanding

Ability to locate and learn new knowledge (products) from the target culture, and apply that learning to real-life/real-time situations

Ability to learn new practices and apply that learning to real-life/real-time practices

Ability to critically evaluate products, practices, and perspectives in the target culture and in one’s own culture

Ability to notice cultural connotations of words and phrases in the target language

Recognition that culture varies with time and place and people

Donna Clementi – “Connecting to Culture,” WAFLT Summer Institute Aug. 8, 2012

WHY should GLOBAL COMPETENCE be a vital part of World Language instruction?

“…the world will not be saved by high test scores. Throughout the 20th century and into the 21st we have seen all too well the incredible world-defying blunders committed by the so-called best and brightest. The disastrous Vietnam war, the unforeseen consequences of the invasion of Iraq, the financial meltdowns of 2001 and 2008 … What is needed more than ever is a laser-like focus on the kinds of human beings that we are raising and the kinds of societies—indeed, in a global era, the kind of world society—that we are fashioning.”

Howard Gardner, Preface to Educating for Global Competence: Preparing Our Youth to Engage the World (Asia Society)