Jen- seits der Medientheorie: Remap- ping the Foreign Language Curriculum. Andere Programme haben aber ebenfalls wesentliche Schritte in Richtung multiple literacies in den Fremdsprachen und -kul- turen unternommen. Bibliographie Altmayer, Claus Kulturwissenschaftliche Forschung in Deutsch als Fremdspra- che.
Deutsch als Fremdsprache, 42 3 , — Cultural Studies, 19 1 , 1— Identity, deficiency, and first language use in foreign language edu- cation. In Carl Blyth Hrsg. Theory, Politics, and Practice. Language Teachers, Politics, and Cultures. Chakrabarty, Dinesh 2. Postcolonial Thought and Histori- cal Difference. University of California Press. Individual Interactions Across Cultures. Does Cultural Studies Have Futures? Cultural studies, contexts, and conjunctures. Cultural Studies, 20 1 , 1— Jaeger, Friedrich, Liebsch, Burkhard Hrsg. Handbuch der Kulturwissenschaf- ten Band 1—3. Kittsteiner, Hans Dietrich Hrsg.
The privilege of the nonnative speaker. Publications of the Modern Language Association, 3 , — Life and Times of Cultural Studies. The Politics and Transforma- tion of the Structures of Knowledge. Konturen einer wis- senschaftlichen Disziplin. Price, Joseph, Gascoigne, Carolyn In Foreign Language Annals, 39 3 , — In Foreign Language Annals, 40 1 , 9— Remapping the Foreign Language Curriculum.
A Multiple Literacies Approach. Los estudios culturales en Mexico. Wierlacher, Alois, Bogner, Andrea Hrsg. Handbuch Interkulturelle Germanis- tik. The Future of Cultural Studies. Against the New Conformists pp. Farrar, Strauss and Giroux. The Expression of the Emotions of Man and Animals. Oxford Univer- sity Press, 3rd ed. Language and German Disunity. Oxford University Press, Schedule Part I What is communication? Week 1 Introduction What is Intercultural Communication? Week 2 What is language? What is communicative competence?
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Pragmatics and Sociolinguistics http: Week 7 What is culture? Integrationspolitik in Europa Leslie Adelson: Selected examples from research in areas, such as Pragmatics, Humor, Sec- ond Language Acquisition, and Pedagogy illustrate how we can make use of these resources to promote intercultural competence. Introduction There are many definitions of culture.
These shared patterns identify the members of a culture group while also distinguishing those of another group. The first definition comes from the humanities; it fo- cuses on the way a social group represents itself and others through its material productions, be they works of art, literature, social institutions, or artifacts of everyday life, and the mechanisms for their reproduction and preservation through history.
The second definition comes from the social sciences: When learning a FL we are likely to use this language to interact with or become part of a target language community. Therefore, I will point to the significance of community in the teaching of culture and the concurrent de- velopment of objectives and assessment instruments in cultural awareness and intercultural competence.
At first, I shall refer to the community of world language educators and researchers in all areas dealing with cultural aware- ness and intercultural competence in order to arrive at appropriate defini- tions and to put objectives and assessments in place.
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I will then move on to the teaching of cultural awareness and intercultural competence by which we can create an extended community of learners in a variety of ways. My main point will be that through community building we can facilitate the teaching and learning of cultural competencies. Returning to the definition of culture in the FL classroom, the following framework for teaching culture in language classes proposed by Kramsch addresses both the responsibility and the opportunity we have as FL teachers: The theoretical framework I propose here for teaching culture through language suspends the traditional dichotomy between the universal and the particular in language teaching.
It embraces the particular, not to be consumed by it, but as a platform for dialogue and as a common strug- gle to realign differences. In this regard, it makes learners and teachers accountable for what they say, it fosters linguistic vigilance and discur- sive circumspection. In other words, the decisions we make to create certain interac- tions in the classroom are political acts that have consequences both within the classroom as well as outside of its physical boundaries e.
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It is important to keep that in mind when planning activities to foster cultural awareness. This means that cultural awareness is probably part of intercultural competence, but does not automatically ensure intercultural competence. We need to be equipped with a certain set of skills to interact successfully in intercultural communication.
Byram pro- vides a useful definition of what constitutes intercultural competence. It is also someone who has a critical or analytical understanding of parts of their own and other cultures—someone who is conscious of their own perspective, of the way in which their thinking is culturally determined, rather than believing that their understanding and perspective is natu- ral.
However, it might be ambitious to include all levels outlined above in a two- to four-year sequence, which often is the maximum FL learning experience for students graduating from American high schools. Therefore, Schulz suggests the following five objectives for four-year high school pro- grams. She emphasizes that these objectives focus on processes for gaining cultural awareness and understanding and do not necessarily include inter- cultural competence yet, but they might serve as a good basis for developing the skills necessary for the building of intercultural competence.
Students develop and demonstrate awareness that situational varia- bles e. Students develop and demonstrate an awareness that each lan- guage and culture has culture-conditioned images and culture-spe- cific connotations of some words, phrases, proverbs, idiomatic for- mulations, gestures etc. Students develop and demonstrate an awareness of some types of causes linguistic and non-linguistic for cultural misunderstanding between members of different cultures.
It needs to be at the center of our language programs Expertenseminar Leipzig, The following section provides some practical applications for the teaching of culture from various related disciplines, such as pragmatics, second language acquisition, and humor research. Making Use of the Community of FL Educators and Culture Researchers The Teaching of Culture in the Classroom Using Pragmatics One discipline in which scholars study the development of skills necessary for intercultural communication is the study of pragmatics or, more specifically, interlanguage pragmatics.
Pragmatics can be described as the study of com- munication in context. In the following situation, it becomes clear that we often want to achieve a certain result with language, and more importantly, that we do it in different ways. It might be a good idea to hand in your homework on time. Have you already handed it in? This example illustrates concepts in pragmatics, for instance, directness and indirectness in communication, speech act theory, and politeness.
These topics also play an important role in intercultural communication. As we are all aware, there are different levels of directness in different cultures and different rules as to what is considered polite. Interlanguage pragmatics deals with pragmatics in different language and culture contexts. Cohen provides the following description of interlanguage pragmatics: There is a basic premise in interlanguage pragmatics—that it is not enough just to know the equivalent words and phrases in a second language L2.
Learners need to determine the situationally-appropri- ate utterances, namely: As Roever stresses, Both types of knowledge must be present for a language user to be pragmatically successful, as sociopragmatic knowledge provides lan- guage users with the rules of what is socially acceptable and appropri- ate, and pragmalinguistic knowledge equips them with the tools for ex- pressing themselves. One example is to teach vocabulary and grammar in authentic contexts in order to equip the learner with tools for how to communicate effectively in various situations.
A simple example can illustrate that knowing words in a language is not sufficient to allow our students to be effective communicators, to avoid misunderstandings or to avoid the creation of stereotypes. I use this rather well known exchange in order to show how slight modifications in how we teach it can lead to a deeper understanding of the cultures involved.
Students could then watch videos of greetings in different situa- tions and in different locations where the target language is spoken. Mazzocco, makes available a collection of videos of interactions of native speakers in different situations and in different parts of the countries in which the respective languages are spoken http: In this rather simple activity we address several of the objectives for the teaching of intercultural competence outlined above. The important aspect is to make sure that stu- dents go through the process of exploring their own and the target cultures.
Even though all this can be achieved with students who have just started learning German, I also use this activity in a graduate seminar on pragmatics with the objective of discussing stereotypes. Often there are stu- dents who have just arrived from a German-speaking country. A possi- ble assessment of both activities above could include skits in which students act out different situations. A more advanced example comes from the serv- ice industry in German-speaking countries as compared to those in the U. Inter- views with native speakers in which students ask questions they have after viewing these situations can serve to lead to an understanding of the under- lying reasons for differences in communication.
I will use a study of Korean learners of English and their command of apologies conducted by Jung as an example. English language learners of varying proficiency and experience with the American culture in various contexts were given two situations in which to apologize. In one situation a student did not show up to an appoint- ment s he had made with a professor. It was the second time that s he had missed an appointment with this professor.
In the second situation a friend asked why s he did not show up to a party even though s he had promised to come. Again it was the second time this happened. The findings in this study show clear patterns of how nonnative speakers differ in their apologies from native speakers, not only linguistically but also in terms of the strategies they use in their apologies.
Because apologizing includes more than just knowing the appropriate linguistic representation of apologies, such as know- ing how age, gender, social distance and the like play out in different situa- tions, students need to learn about aspects of the target cultures that influ- ence behaviors such as apologies.
Exposing students to situations in which native speakers apologize, and having students apologize in different situa- tions might lead to discussions of topics such as level of formality between different groups, which, in turn, could open up the opportunity to come to a deeper understanding of culture in context. Again, the students are encour- aged to also think about the diversity in their own cultural background. If we link role-plays or Discourse Completion Tasks DCT to intercultural compe- tence objectives and make sure that students engage in critical reflection, they can be used to introduce, practice, and review the linguistic structures involved in specific situations as well as to teach about social practices in- volved.
Role-Plays, Simulations, and Discourse-Completion Tasks Taken from the example above, we could use the same situations that were used in the study two different situations in which our students have to apologize in our German classes. Simple role-play cards could be used rou- tinely to help students interact in authentic situations. Role-plays are also included in many textbooks. The crucial point is that the objectives of these activities are linked to the larger objectives and goals in the intercultural competence curriculum since we want to make sure that students also con- sider the practices involved.
Students could work in pairs with nonnative speakers or make an appointment with a native speaker. Or a native speaker or a group of native speakers from the community could be invited to the classroom. At the Univer- sity of Connecticut, students in the first two years of language and culture study engage with German-speaking faculty and teaching assistants at vari- ous points in the semester. These short interviews are part of the curriculum and help students meet different members of the German-speaking commu- nity at the university while at the same time providing different cultural views on various topics.
Role-plays and discourse-completion tasks could also be used for re- flective practice if students are asked to analyze what we do and say in cer- tain situations. Finally, role-plays and discourse-completion tasks can be used as assessment tasks if we provide rubrics that show our students what we are looking for. Recently, there have been attempts to include assessment in second language pragmatic competence e.
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Roever , for example, created an online test for ESL students. Hence, we are constantly required to draw conclusions based on background knowledge. Similarly, we engage in routine behaviors. I will mention the routines of telephone openings and closings below. An under- standing of speech acts involves the notion mentioned above, that we can reach our communicative goals in various ways. Therefore, it is crucial not to focus on teaching too many fixed structures but to make sure that students have the opportunity to include their own ideas.
Kramsch points out the danger of guiding students towards a specific output: Learners of a FL, challenged to learn a linguistic code they have not helped to shape, in social contexts they have not helped to define, are indeed poaching on the territory of others—a kind of oppositional prac- tice, that both positions them and places them in opposition to the cur- rent practices of the discourse community that speaks that language. Another helpful concept comes from the study of intercultural commu- nication. The example below, adapted from Rehbein , p. Er spricht selbst zu Ihnen. Er selbst spricht zu Ihnen.
Action practices, thought patterns, conceptual forms, experiences, pattern knowledge a. In contrast to a cultural filter, however, a cultural apparatus reflects communicative structure in such a way that a falling back into a status quo ante is not at all possible. Breaking the cultural filter by applying the cultural appa- ratus to mental processes of the respective participants seems to be especially necessary in international confrontations […]. Similarly, Altmayer this volume suggests that conflict is necessary in order to develop the ability to critically reflect on culture.
This would mean that by exposing students to potential misunderstandings and by discussing them we can help them to identify and dissolve fixed prejudices they might have about their own as well as the target cultures. Again, it is crucial to link intercultural competence objectives to the instructional activities and to cre- ate assessments that go along with them. Discussion-Based Teaching One promising method in this context is discussion-based teaching, more specifically, the case method.
Generally, students are very engaged when discussing a case. The teacher is in the background, guiding the discussion but also leaving room for the students to explore their own opinions. Hence, this method is inher- ently student-centered if it is well prepared beforehand. Cases can be organ- ized in a way that students are asked to take a specific side in the argument, making them see the problem from different angles. Students can also be required to find facts supporting their argument, giving them a better under- standing of how the problem could have occurred. In advanced language classes, the cases can be more complex and the discussion can be more extended.
In intermediate language classes, preparation for the discussion will involve more guidance, possibly including activities to study the vocabu- lary and idioms needed in the discussion. Based on student feedback, they feel empowered when they can be experts in a specific case. This way they negotiate meaning in a realistic setting. My suggestion is to use topics that are controversial and that do not offer one solution. Examples include drink- ing age in Germany versus in the U.
The cases can be based on a newspaper article with the advantage of including current events. Finally, it is important to link objectives to the dis- cussion of the case since this will influence how the case discussion will be planned. For a review and helpful suggestions on how to teach with the case method see Barnes and colleagues Even though it is reasonable to assume that we can use cases from a variety of disciplines pharmacy, busi- ness, political science, etc.
Within the community in which we work on common objectives, we should be able to create a data bank of cases for our purpose. Simi- larly, Dowell and Mirksy co-authored a book based on a course to prepare students for study abroad. This book offers questions for the stu- dents concerning their goals during their study abroad but also important questions about their own and the target cultures.
Many of the activities offered can easily be adapted to and incorporated in German classes. In a more extended version this topic could be the basis for a case. In a shorter activity it could be constructed as a role-play. Negotiation of Meaning Activities An alternative way of promoting cultural awareness is the negotiation of meaning between nonnative speakers and native speakers. Zheng, Young, Brewer and Wagner conducted a study in which seventh-grade students from Mainland China col- laborated with native English speakers in the U.
Working in pairs comprised of a native and a nonnative speaker of English, students completed quests designed to promote language and culture learning. The most interesting finding of the study was that both, the U. This example shows that an extended community of learners and native speakers can lead to the development of cultural aware- ness through the negotiation of meaning.
I now provide a number of examples of how technology can support the development of cultural awareness. One way to use technology to create a community of German lan- guage learners within the U. At the beginning of the course, the students introduced their university to their colleagues at their partner institution. This served to show the diversity in their own culture s , in this case the university culture, in a comparison of a smaller private college and a big public research university.
The technology used for this project is Voicethread http: A VoiceThread is an online media album that can hold essentially any type of media images, documents and videos and allows people to make comments in 5 different ways — using voice with a microphone or telephone , text, audio file, or video with a webcam — and share them with anyone they wish. A VoiceThread allows group conversations to be collected and shared in one place, from anywhere in the world http: It is up to the teacher and the students to decide who will see the presenta- tion. Whoever sees the presentation can leave their voice or text comments.
In this way students cannot only interact with the content they are exposed to but also communicate with others about this material. This is a good ex- ample of Web 2. In the fifth-semester German course, the students read various texts dealing with stereotypes and prejudice and discussed them within their class- room but also outside, as for example with their partners at the other uni- versity. Finally, students were asked to complete a project with their partner at the other university that prepared them to plan a skit, which they acted out in their respective class. In-class follow-up discussions served to check whether intercultural competence objectives had been achieved.
These ob- jectives refer to the five components of intercultural competence as outlined above Byram, Exposing students to material from the target culture is hardly a prob- lem at a time when the world is just a click away on the Internet. Resources like YouTube http: However, we can assume that even though students use social networking technologies, as, for example, Face- book http: Teachers can use Facebook or Myspace to create an environment for students to communicate with other learners of the target language as well as with native speakers.
We can even design, in collaboration with our students, our own German-speaking communities online in virtual worlds such as Secondlife http: The opportunities are indeed endless. However, it is important that technology is used to support our learning objectives, that is, that intercultural competence objectives are clearly linked to each activity. In their article on social networking in language classes, Ganley and Sawhill present a valuable example of how Web2. The authors point out that […] creation of learning objects in an action-centered classroom also allows learners to become agents of change in the world, albeit perhaps unintentionally.
While working and writing and communicating in the wide open blogosphere, meaningful connections are made thanks to these tools and the passions the learners put into using them. One time, a student received a rather critical entry. He did not quite know how to reply to it and asked for advice in the language class. The students and the professor discussed how this problem could be resolved and what the underlying causes could be. Such interactions in the target culture provide the rich environment we want our students to experience in order to develop critical reflection. Languages Across the Curriculum In addition to our efforts at the University of Connecticut to articulate our intercultural competence objectives in our language and culture courses, we also offer courses that specifically address intercultural communication and pragmatics for our German majors and minors as well as to our graduate students.
In these one-credit courses students then discuss the content area history, political science, music, etc. The team-taught approach of this program, in which faculty from different departments collab- orate, is one example of creating an extended community with the goal of developing intercultural competence. The Use of Humor to Teach Cultural Awareness The final illustration depicting the integration of culture in the FL classroom comes from research on the use of humor in the FL classroom.
Humor can serve many functions in a FL classroom. It is clear that humor is probably part of almost every culture and humor styles can vary from culture to culture e. In our study it became clear that instructors also saw humor as a tool to introduce cultural topics, and, more specifically, cultural stereotypes or taboos. In so doing, the instructor was able to introduce aspects of culture using humor while also introducing culture-specific humor.
No copies tu culo. No copies tu culo, ok, bien. What does that mean? In Latin America it is stronger, more impolite. In Spain it is okay. In another classroom an instructor from Spain talked about how certain ex- pressions are used in order to ask someone whether they are homosexual. Thus, humor was used as a face-saving strategy. Another way of integrating culture in the classroom is the use of cartoons or jokes. This would have the advantage that students are exposed to 1 an authentic document in the target culture s and 2 an example of how humor is used in the target culture s.
However, it is important to note that humor can also have detrimental effects when used in the wrong context or when misunderstood. The examples of research conducted in areas dealing with intercultural competence presented above are a small fragment of the large and con- stantly growing repertoire of sources available to us. Among others, National Language Resource Centers provide plentiful resources in this area.
A list of NLRCs is provided at www. Both publications introduce pragmatics as well as providing information on a number of studies conducted in this area including their implications for FL teaching. Conclusions I have tried to provide some resources we can utilize in FL classrooms in order to promote the development of intercultural competence.
Developing Competencies
However, the most critical and probably also the most challenging task continues to be the development of coherent and articulated objectives and assessments for in- tercultural competence. I argue that we can achieve this by creating an ex- tended community of language educators, researchers, and students. Often, simple adjustments can make big differences in learning outcomes. For in- stance, many schools celebrate cultural diversity weeks or cultural awareness weeks.
Yet, it seems that the efforts are not always coordinated in terms of cultural awareness or intercultural competence objectives. A meeting where program administrators, teachers, and parents discuss and articulate these objectives could enhance learning outcomes for our students immensely. It is crucial that the development of intercul- tural competence is a central objective in the FL curriculum. Finally, it is important that we articulate to our students, their parents, school adminis- trators, and the public in general what it is our students gain in our language classes and for what purpose.
Bibliography Alexander, Bryan A new wave of innovation for teaching and learning? Altmayer, Claus this volume. Austin, John Langshaw How to do things with words. Oxford Univer- sity Press. Available online at http: Teaching and the case method 3rd ed. Harvard Business School Press. Acquisition in interlanguage pragmatics: Learning how to do things with words in a study abroad context.
Assessing intercultural competence in language teaching. Sprogforum[Online], 18 6 , 8— Center for Advanced Research for Language Acquisition: The interface between interlanguage pragmatics and assess- ment. A guide for professional development. How to get most of your study abroad experience. How did a couple of veteran classroom teachers end up in a space like this? Australian Flexible Learning Framework. Elluminate session and Skype chat. Build- ing bridges with Web 2. Learner autonomy and community building through podcasts and VoIP.
Speech acts volume 3 pp. Pragmatic development in a second lan- guage. Second Language Research, 8, — The cultural component of language teaching. Englisch-Amerikanische Studien, 2, — Pros and cons in foreign languages. English and American Studies in German Linguistische Berichte, , — The role of the linguistic environment in second language acquisition. Second language acquisition pp. Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices.
Paige, Michael, Cohen, Andrew D. The foreign language educator in soci- ety: Toward a critical pedagogy. Thoughts on the relationship between language, culture, and society. Validation of a web-based test of ESL pragmalinguistics. Lan- guage Testing, 23 2 , — Pragmatics in language teaching. Pragmatics of humor in the foreign language classroom: Interlanguage and cross-cultural perspectives pp.
Critical pedagogy and foreign language education. Journal of Philosophy of Education, 38 1 , — Designing assessments to inform and improve student performance. Negoti- ation of culture and language: National styles of humor. Zeit als Kulturthema Abstract Within the framework of a course of study in German Studies at foreign uni- versities, language and culture instruction forms a vital basis for a sophisti- cated examination of literature and linguistics in the target language. How- ever, the question of how to teach the language in a way appropriate to the university level remains difficult, especially for advanced learners.
In addi- tion to the promotion of intercultural competence, this type of German in- struction should also have the effect of becoming more attractive to non- Germanists. Since its inception, other similar courses have been designed — some of these transnationally implemented as stand-alone seminars in the area of regional and cultural studies. Interkulturelles Lernen ist derzeit in aller Munde. Bereits Ende der neunziger Jahre geht Adelheid Hu aus der Sicht der Erziehungswis- senschaft und der Sprachlehrforschung auf die Kritik am interkulturellen Kon- zept und einzelner inhaltlicher Aspekte ein vgl.
In einem Punkt aber sind wir uns einig: Nun ist der Erwerb von DaF vor allem Spracherwerb. Interkulturelle Kommunikation muss keineswegs immer konfliktbeladen sein. Dazu kommt, dass interkultu- relle Kommunikation sich nicht automatisch mit fremdsprachlicher Kommu- nikation deckt.
Die Zahl empirischer Untersuchungen zur Entstehung und vor al- lem Wechselwirkung solcher Deutungsmuster ist bislang unzureichend, um kulturelles Lernen als individuelles Lernen nachvollziehbarer zu machen. So kann das Gelin- gen einer Kommunikation nie als sicher angesehen werden. Die Ausbildung der DaF-Lehrer ist mitunter we- der in den Inhalten noch in der Vermittlung mit der im deutschsprachigen Raum vergleichbar. Es ist also durchaus vorstellbar, in geringerem Umfang ein solches Thema in kleineren Sequenzen in den nor- malen Unterrichtsablauf zu integrieren. Ich bin mir bewusst, dass diese Themenvielfalt einigen Kollegen zu weit geht.
Zu bedenken gebe ich, dass ich dieses Herangehen und diese Arbeitsweise nicht generell fordere. Die Studenten konnten z. Wir alle sind ein Produkt der Zeit. Sie bestimmt unser Leben, gleich, ob wir sie bewusst wahrnehmen und planen, sie im Ver- gehen festzuhalten oder zu verlangsamen suchen, mit ihr Schritt halten wol- len, unser Lebenstempo rasant beschleunigen oder sie einfach unbeachtet verstreichen lassen.
In der Begegnung mit anderen Kulturen konfrontiert uns kein zweites universales Thema so unmittelbar und rasch mit dem Fremden wie der je- weils andere Umgang mit der Zeit.
Brasilien dagegen, wo ich viereinhalb Jahre gelebt und gearbeitet habe, landete auf Platz 29, dem dritten Platz von hinten Levine, , S. Auf die erste Frage im Seminar: Das allein beweist die Anwesenheit von unter- schiedlichen Toleranzkonzepten. Eine solche Toleranzdidaktik wird sehr kontrovers diskutiert. Sprache und da- mit Spracherwerb und sprachliche Kommunikation bilden in diesem Kontext den Kern. Zur kultur- wissenschaftlichen Transformation der Landeskunde.
Fremdsprachen Lehren und Lernen, 35, 44— Info DaF, 32, — Info DaF, 29, — In Eliana Fischer et al. Eine Landkarte der Zeit. Wie Kulturen mit der Zeit umgehen. In Alois Wierlacher et al. Jahrbuch Deutsch als Fremdsprache Vol. Otto, Wolf Dieter Szena- rien in Theorie und Praxis. Ein Brasilianer in Berlin. Vom Zeitbegriff und Leben in der Zeit in unter- schiedlichen Kulturkreisen.
Alumniprojekt Schulz, Renate In Foreign Language Annals 40 1 , 9— Landeskunde — eine transkulturelle, vergleichende Wissenschaft. Wie lange dauert die Gegenwart? Walter de Gruyter , Duden. Dudenverlag , Willkop, Eva-Maria u. Hueber Verlag , 43, 55—57 II. Die moderne Kultur als Zukunftskultur. Der Begriff der Zeit. Niemeyer Verlag Zeit. Anekdote zur Senkung der Arbeitsmoral. Bachmann, Sas- kia u. Ein Tag im Jahr. Luchterhand , 5 Sibylle Berg: Zum Zeitbegriff in der Philosophie Hei- deggers Studentenvortrag zu: Die innere Uhr des Menschen Literatur: Mit Zwiebeln, mit Knoblauch, mit scharf?
Studium am anderen Ende der Welt: Houman Gieleky Toptranslation, Germany. Speaking from day one: Programme — Saturday, Deutsch lernen mit Nachrichten. Jetzt auf Seite 1 kommen. Jascha Bechmann Netzbekannt, Germany. Studium in den USA? Language teaching in Wunsch-Rolshoven Deutscher Esperantobund, Germany. Sprachkurs "Salam - Hallo". Selamat datang di Indonesia - Willkommen in Indonesien! Einfach Sprachen lernen geht nicht? Flexibel Deutsch lernen mit dem vhs-Lernportal. Project work in the young foreign language learning classroom. Mija Selic C00lSch00l, Slovenia. Julia Winkler Tandem Regensburg, Germany.
Henna Malerei Berlin, Germany. Inka Languages - Iconography of Tocapus. Ebru - Die Kunst des Malens auf Wasser. Get ready for recruitment. Interkulturelles Training als Beruf? Ellen de Visser The Netherlands. Our exhibitors travel from across the world to bring you the latest information, services and programmes related to language learning, travel and culture. Gabriel Gelman — Sprachheld https: Marija Dobrovolska — Deutsch mit Marija https: Lina Vasquez — TheBusyLinguist https: Elisa Polese — Speak from day one with Elisa www. Denn wer Orientierungen an wechselseitig nicht geteilten kulturellen Werten und kommunikativen Regeln erkennen und aushandeln kann, besitzt echte praktische Kulturkompetenz.
Auch der Muttersprachler bzw. Wir sprechen daher lieber von praktischer Kulturkompetenz. Daher bieten wir in erster Linie Projektkonzeptionen, welche die Trainings als Personalentwicklungsinstrument systematisch im lernenden Unternehmen einsetzen. Daher legen wir bei Projekten Wert auf hohe Beteiligung der Organisationsmitglieder und methodische Stringenz.
Group-specific value systems and cultural codes are usually mentalistically shortened and are mostly understood from an ethnic or national stance. They represent, however, an interactive experience and can be interpreted in a specific organizational, departmental or environmental context. We foster an interactive cultural reflexitivity - that person who is able to identify and negotiate orientations of mutually shared or not shared cultural values and communicative rules is the person who possesses genuine practical cultural competence. Our trainers from our trans- and bicultural training teams are skilled experts from different cultures, all on the same level with one another.
The "resource person" or cultural native is also highly qualified. There is a particular advantage for our clientele offered by this type of competence training - the participants observe and assess the training process itself and the interaction of the expert team, adding a new dimension to the learning experience. Intercultural competence consists of much more than just factual and cognitive knowledge about how different cultural values define action.
In this case it is better to speak of practical cultural competence. This requires more than just conveying factual information and leading tutorials. In numerous publications we have introduced our approach to intercultural learning through conducting talks and have included practical recommendation.
For us, trainings are not isolated activities but are embedded in the movement and development of organization and adjusted to the daily needs of the target group. For this reason, we offer first and foremost project designs which systemically use the trainings as personnel development instruments in a learning situation.
In systemic organizational development, the organization is strengthened by its own ability to find a solution. For this reason, we require, aside from methodological rigor, that participants actively involve themselves in the process. Systemic discovery means to explore the complex patterns and the dynamic rules which are hidden behind the problem.