CHAGAL in ACTION - 1. Social and cultural learning
Six examples focused on aspects of intercultural and social learning. Staff at various institutions felt that this issue requires much more attention than is currently provided.
It is highly interesting to see the many different ways in which sometimes
controversial concepts such as cultural awareness or cultural diversity were
approached.
Introducing German Cultural Studies through
Songs
Andrea Schmitt, Preparatory Course at the University of Saarland, Saarbrücken
/ DE
Certain cultural aspects are often only briefly addressed within the normal educational system: youth culture, conflicts between the generations, drug abuse, searching for one’s own identity. The hypothesis of the project was that working with current German-language songs, the social relationships within the learner group would be strengthened. By using Internet search engines to acquire additional information, important study skills were practised.
download the project paper Erlebte Landeskunde - Applied Cultural Studies
Martina März, Matthias Bohun, VWU – Pre-Study Course at the Universities
in Vienna / AT
An entire city became the classroom – improving the communicative, intercultural and social competences of the students through extra-curricular activities. Diaries (of the students) and observation sheets (lecturers) played an important role in this. Learning a second language, problem-solving strategies and capacities for rapid and improved integration could be further developed and accelerated.
Cultural Awareness Training (and Language Teaching)
Monika Fritz (in cooperation with Hannes Vogler, Imke Mohr), Pre-Study Course
at the Universities in Vienna / AT
Monika Fritz used the experiences which her students contributed within the Cultural Awareness Training. Cultural Awareness Training is a practical training course which brings together international students from preparatory courses with Austrian students, who are studying German as a Foreign Language. During the practical training sessions they have the opportunity to meet one another in an “intercultural space”. Monika Fritz invites them to reflect on their non-verbal communication and on their different styles of communication and on any forms of behaviour regarded as taboo. Through this process she actively promotes language acquisition.
Some Dos and Don'ts in Multicultural Settings
Hannes Vogler (in cooperation with Monika Fritz), Pre-Study Course at the
Universities in Vienna / AT
In both projects, "cultural diversity" was the core topic. The students organised – and were able to experience – an intensive exchange of information related to the differences in non-verbal behaviour, in modes of communication, values and taboos which exist between their respective countries of origin. The initiation of the processes to build awareness was a further core topic. A somewhat ‘unusual’ brochure bearing the project title was developed based upon interviews and reports.
Learner's Biography
Resi Beckers, Mahmoud Chemli, Peter Roth, Gisela Haack, Preparatory Course
Aachen, Cologne, Köthen / DE
How can biographical factors affect the learning process? The assumption was made that information on the educational and cultural backgrounds of learners may provide important indicators on which teaching methods should be used, for example, to avoid role problems. It was proved that the interest alone shown in the learners' feelings and expectations was regarded by the students as helpful.
Other Countries - Other Customers (an intercultural training programme for Socrates students)
Pavla Necasová, Czech Republic
Pavla Necasová introduces a course designed for a learner-centred intercultural training programme targeting students, who are soon to study abroad. It is intended to prepare them for making contacts with students speaking other languages, and to enable them to take advantage of and reflect upon their experiences in an intercultural context.
