Procedure:
- The starting point is a statement, question, thesis or an assertion that must have a certain potential for discussion. The topic can either originate from the experiential world of the students (“Why do boys have more freedom than girls?”, “Why are many parents opposed to pets?”), or from a current political theme (“What do you think about the demand to limit the number of foreigners?”) or be related to the country of origin (“Where would you prefer to live in 20 years: here or in the country of your parents. Why?”). The discussion topic can be proposed by the instructor or, better yet, by the students..
- The discussion will be prepared in groups of two or three, depending on the theme, or it will be planned as a pro and contra debate from the beginning, whereby the students separate into two groups to prepare their arguments. The important thing is that all students consider their arguments and record them in key words, if possible.
- It would also be possible to insert an intermediate round, whereby language and sentence building blocks in the first language are collected (and tried out!). See chapter 1c in the introduction, as well as #10 and #12.
- For the discussion or debate per se, the previously agreed-upon discussion rules apply (see #9), which stipulate a particularly fair and democratic comportment.
- The discussion leadership role and possible other roles can be assumed by students. See also #14 and #15. It is particulary important to define the leadership roles for pro and contra discussions of controversial topics.
- Among the particulary important tasks of the discussion leadership is to ensure balanced speaking times and a balanced share of the conversation for the different parties and positions.
- Following the discussion, a short reflection and evaluation round should take place: What went well; what to we have to pay more attention to in the next round?