Introduction
When we communicate, we do not just exchange information. We are constantly transmitting signals about the kind of relationship we have to our counterpart. Moreover, our communication style – be it on the content or …
Read more4.1. Something is not right here
Hints: Source: Interkulturelles Training. Materialien und Übungen für den Einsatz in der Jugendarbeit im Sport. Link: http://old.dsj.de/uploads/media/interkulturelles_training_2015.pdf Procedure: Students form pairs (e. g. s1 and s2). All s1 remain in the classroom, all s2 go to an adjacent …
Read more4.2. Point the way with language
Hints: Source for 4.2, 4.3 and 4.7: Schilling, Dianne (1993): Miteinander klarkommen. Toleranz, Respekt und Kooperation trainieren. Mülheim an der Ruhr: Verlag an der Ruhr. Procedure: Without further explanations, the instructor asks the students for help with …
Read more4.3. Active listening
Procedure: The students are queried about what communication means to them and examples for communication situations are compiled. The instructor then draws a simple diagram on the board (sender – receiver) and explains: “communication can …
Read more4.4. Visiting
Hints: The sensibility about nonverbal communication can be furthered when students are asked to purposely observe themselves or others in communication situations in the next 2–3 weeks and to bring examples to class. Source: Intercultural …
Read more4.5. How do I deal with critical situations?
Procedure: Introduction to the topic: we are going to think about our handling of critical situations. Clarification of the term “critical situation” (e. g. an emotionally stressful situation, conflicts within the family as well as beyond, …
Read more4.6. Attributions
Hints: The example for the dialog can of course without any problems be substituted with another from one’s own living environment. It would however have to be treated similar to our example. Source: according to …
Read more4.7. What inhibits communication
Procedure: Prior to the lesson, the instructor has compiled a list of communication inhibitors on the board (c.f. the terms in bold print on the worksheet that follows). The list is reviewed and discussed in …
Read moreTable of Contents
- Preface to the series “Materials for heritage language teaching”
- Introduction
- Unit 1: culture and identity – alike and yet different!
- Unit 2: migration stories – the world in our classroom
- Unit 3: our languages – we speak more than one language!
- Introduction
- 3.1. Language outlines
- 3.2. Bilingual or multilingual writing projects
- 3.3. Language-biographical themes
- 3.4. Using electronic media in different languages
- 3.5. Dialects in our language and other languages
- 3.6. Correspondence to intercultural questions
- 3.7. Language use: different, depending on the context!
- Unit 4: intercultural communication – getting along with each other
- Unit 5: conflicts – seeking resolutions together
- Unit 6: democracy and children’s rights: we get involved!
- Bibliography