Ansätze für die Bearbeitung der interkulturellen Situation in der Schule (German Edition)

Fliess, Wilhelm Zur Periodenlehre: On Freud's 'Observations on Transference-Love': Das Selbst und die motivationalen Systeme: Zu einer Theorie psychoanalytischer Technik Frankfurt a. Foucault, Michel Die Geburt der Klinik: Foudraine, Jan Wer ist aus Holz?: Foundation of the Freudian Field Hg. Revue du Champ Freudien [Paris], Navarin, Psychoanalytische Erziehungsberatung Reinbek bei Hamburg, Rowohlt, Seelische Gesundheit in den ersten Lebensjahren: Freud, Anna Normality and Pathology in Childhood: Freud, Ernst et al.

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Stumme Dokumente sprechen machen Frankfurt a. Gruen, Arno Der Verrat am Selbst: Gsell, Monika Desexualisierung von nicht-verwendbaren Triebregungen?

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Die psychische Geburt des Menschen: Symbiose und Individuation Frankfurt am Main, Fischer, On Human Symbiosis and the Vicissitudes of Individuation: Eine kritische Untersuchung Stuttgart, Ernst Klett, Malcolm, Janet Fragen an einen Psychoanalytiker: Malcolm, Janet Vater, lieber Vater…: Mann, James Psychotherapie in 12 Stunden: Zeitbegrenzung als therapeutisches Instrument Olten, Walter-Verlag, Mannoni, Maud Le psychiatre, son 'fou' et la psychanalyse Paris, Seuil, Marcuse, Herbert et al.

Marcuse, Ludwig Sigmund Freud: Sein Bild vom Menschen Hamburg, Rowohlt, Die Biographie Frankfurt a. Masi, Franco de Penser sa propre mort: Die Abschaffung der Psychotherapie: Was hat man dir, du armes Kind, getan?: Die sexuelle Reaktion Reinbek bei Hamburg, Rowohlt, Mause, Lloyd de Reagan's Amerika: Essays in Honor of Margaret S. McDougall, Joyce Theater der Seele: Mead, Margaret Culture and Commitment: Mead, Margaret Male and Female: Psychohygiene im Kindesalter Bern, Hans Huber, Meltzer, Donald et al. Meng, Heinrich Psyche und Hormon: Grundfragen der Psychotherapie Bern, Hans Huber, Meng, Heinrich Seelischer Gesundheitsschutz: Meng, Heinrich et al.

Praxis der Kinder- und Jugendpsychologie: Praxis der seelischen Hygiene: Menninger, Karl Das Leben als Balance: Mentzos, Stavros Neurotische Konfliktverarbeitung: Behandlung und Theorie der Legasthenie Frankfurt a. Mertens, Wolfgang Psychoanalyse Stuttgart, Kohlhammer, Mertens, Wolfgang Psychoanalytische Grundbegriffe Weinheim, Neue Perspektiven der Psychoanalyse Stuttgart, Kohlhammer, Gesammelte psychoanalytische und literarische Schriften Wien, Medusa, Meyer, Adolf-Ernst et al. Psychoanalyse nach Jahren: Miller, Alice Du sollst nicht merken: Millet, Kate Sexus und Herrschaft: Minuchin, Salvador Familie und Familientherapie: Mitchell, Juliet Psychoanalyse und Feminismus: Einfluss und Autonomie in der analytischen Beziehung Giessen, Psychosozial, Mitscherlich, Alexander Auf dem Weg zur vaterlosen Gesellschaft: Mitscherlich, Alexander Das Ich und die Vielen: Mitscherlich, Alexander Der Kampf um die Erinnerung: Anstiftung zum Unfrieden Frankfurt am Main, Suhrkamp, Anmerkungen zu meiner Zeit Frankfurt am Main, Suhrkamp, Vorlesungen Amsterdam, de Munter, Mitscherlich, Alexander Endlose Diktatur?

Mitscherlich, Alexander Freiheit und Unfreiheit in der Krankheit: Mitscherlich, Alexander Krankheit als Konflikt: Mitscherlich, Alexander Versuch, die Welt besser zu bestehen: Mitscherlich, Alexander Vom Ursprung der Sucht: Bis hierher und nicht weiter: Ist die menschliche Aggression unbefriedbar? Schriftsteller und Psychoanalyse Frankfurt am Main, Suhrkamp, Mitscherlich, Alexander et al. Der Kranke in der modernen Gesellschaft Frankfurt a.

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Man and his Culture: Ein Bericht Basel, Z-Verlag, Kinderseele zwischen Analyse und Erziehung: Muschg, Adolf Literatur als Therapie?: Nadig, Maya Die verborgene Kultur der Frau: Nagera, Humberto Vincent van Gogh: Eine offene Debatte Wien, Oldenbourg, National Psychological Association for Psychoanalysis Hg. Navarro, Federico Die sieben Stufen der Gesundheit: Navratil, Leo Schizophrenie und Kunst: Navratil, Leo Schizophrenie und Sprache: Zur Psychoanalyse der nuklearen Drohung: Neumann, Erich The Great Mother: Nunberg, Herman Practice and Theory of Psychoanalysis: Nunberg, Herman Principles of Psychoanalysis: Eine musikpsychoanalytische Studie Giessen, Psychosozial-Verlag, Eine Bestandsaufnahme Giessen, Psychosozial-Verlag, This Art of Psychoanalysis: Olivier, Christiane Jokastes Kinder: Olvedi, Ulli Frauen um Freud: Osborn, Reuben Marxisme et psychoanalyse Paris, Payot, Reader zur psychoanalytischen Psychosomatik Reinbek bei Hamburg, Rowohlt, Overbeck, Gerd Krankheit als Anpassung: Der sozio-psychosomatische Zirkel Frankfurt am Main, Suhrkamp, Familien mit psychosomatisch kranken Kindern: Pabst, Manfred Bild, Sprache, Subjekt: Pagel, Gerda Jacques Lacan: Palazzoli, Mara Selvini Self-starvation: Pankow, Gisela Gesprengte Fesseln der Psychose: Parin, Paul Der Widerspruch im Subjekt: Parin, Paul Es ist Krieg und wir gehen hin: Bei den jugoslawischen Partisanen Berlin, Rowohlt, Parin, Paul Noch ein Leben: Zwei Versuche Freiburg, Kore, Jahre in Slowenien Frankfurt am Main, Fischer, Leben und Werk Freiburg im Breisgau, Kore, Parow, Eduard Psychotisches Verhalten und Umwelt: Eine sozialpsychologische Untersuchung Frankfurt a.

Pedrina, Fernanda et al. Perelberg, Rosine Jozef HG. Perron, Roger Une psychanalyse: Person, Ethel Spector HG. Person, Ethel Spector et al. Peters, Heinz Frederick Lou: Peters, Uwe Henrik Anna Freud: Schulen der Kinderpsychotherapie Paderborn, Junfermann-Verlag, Pfaller, Robert Die Illusionen der anderen: Pfister, Oskar Das Christentum und die Angst: New York, Springer, Grundlagen und Ziele Bern, Hans Huber, Piaget, Jean Nachahmung, Spiel und Traum: Piaget, Jean Probleme der Entwicklungspsychologie: Kleine Schriften Frankfurt a.

Band 1 Giessen, Psychosozial-Verlag, Piontelli, Alessandra Vom Fetus zum Kind: Eine psychoanalytische Beobachtungsstudie Stuttgart, Klett-Cotta, Praxis einer neuen Psychiatrie Reinbek bei Hamburg, Rowohlt, Pontalis, Jean-Bertrand Aus dem Blick verlieren: Pontalis, Jean-Bertrand Frontiers in psychoanalysis: Pontalis, Jean-Bertrand et al. L'espace du reve Paris, Gallimard, Le dehors et le dedans Paris, Gallimard, Narcisses Paris, Gallimard, Portmann, Adolf An den Grenzen des Wissens: Lacan und das Deutsche Freiburg im Breisgau, Kore, Psychoanalytisches Seminar Bern Hg.

Bei Lichte betrachtet wird es finster: Die Gesellschaft auf der Couch: Psychoanalyse als sozial-wissenschaftliche Methode Frankfurt a. Frankfurt am Main, Syndikat, Handbuch der Supervision 2 Berlin, Edition Marhold, Pulver, Max Symbolik der Handschrift: Quervain, Paul Fredi de Psychoanalyse und dialektische Theologie: Quinodoz, Jean-Michel Freud lesen: Quinodoz, Jean-Michel Reading Freud: A chronological exploration of Freud's writings New York, Routledge, Eine psychoanalytische Studie aus Peru Frankfurt a.

Raimbault, Ginette Kinder sprechen vom Tod: La vie affective et morale de l'enfant: Rank, Otto Technik der Psychoanalyse: Rapaport, David Die Struktur der psychoanalytischen Theorie: Versuch einer Systematik Stuttgart, Ernst Klett, Eine psychoanalytische Interpretationsmethode Stuttgart, Ferdinand Enke, Dokumentation einer Kontroverse Frankfurt am Main, Rehberger, Rainer Verlassenheitspanik und Trennungsangst: Reich, Ilse Ollendorff Wilhelm Reich: Technik und Grundlagen Im Selbstverlage des Verfassers, Reich, Wilhelm Der Einbruch der Sexualmoral: Reich, Wilhelm Der Einbruch der sexuellen Zwangsmoral: Reich, Wilhelm Die Entdeckung des Orgons: Reich, Wilhelm Die Funktion des Orgasmus: Aus den Jahren Frankfurt am Main, Fischer, Reich, Wilhelm Massenpsychologie des Faschismus: Reich, Wilhelm Reich Speaks of Freud: Reich, Wilhelm Was ist Klassenbewusstsein?: Biographisches Lexikon der psychoanalytischen Ethnologie, Ethnopsychoanalyse und interkulturellen psychoanalytischen Therapie Giessen, Psychosozial, Quo vadis Psychoanalyse Freiburg im Breisgau, Kore, Reik, Theodor Aus Leiden Freuden: Masochismus und Gesellschaft Frankfurt am Main, Fischer, Reik, Theodor Der eigene und der fremde Gott: Psychoanalytische Studien Frankfurt am Main, Fischer, Reik, Theodor Ferne Stimmen: Reik, Theodor Mann und Frau: Reik, Theodor The Compulsion to Confess: Reik, Theodor Von Liebe und Lust: Reik, Theodor et al.

Psychoanalyse und Justiz Frankfurt a. Richter, Horst-Eberhard Alle redeten vom Frieden: Versuch einer paradoxen Intervention Reinbek bei Hamburg, Rowohlt, Richter, Horst-Eberhard Bedenken gegen Anpassung: Psychoanalyse und Politik Frankfurt am Main, Fischer, Richter, Horst-Eberhard Der Gotteskomplex: Erinnerungen und Assoziationen Hamburg, Hoffmann und Campe, Richter, Horst-Eberhard Die Gruppe: Hoffnung auf einen neuen Weg, sich selbst und andere zu befreien - Psychoanalyse in Kooperation mit Gruppeninitiativen Reinbek bei Hamburg, Rowohlt, Richter, Horst-Eberhard Engagierte Analysen: Richter, Horst-Eberhard Patient Familie: Richter, Horst-Eberhard Sich der Krise stellen: Richter, Horst-Eberhard Wanderer zwischen den Fronten: Richter, Horst-Eberhard Wer nicht leiden will muss hassen: Richter, Horst-Eberhard et al.

Familie und seelische Krankheit: Ricoeur, Paul Die Interpretation: Ricoeur, Paul Hermeneutik und Psychoanalyse: Obwohl auch in diesem Modell die unbe- streitbare Relevanz von Zweitsprachenerwerbsforschung, L2-Classroom Re- search und angewandter Linguistik nicht bezweifelt wird, stellt es doch zwi- schen ihnen auf der einen Seite und linguistischer und kultureller Kompetenz auf der anderen eine andere Gewichtung her. Statt die letzteren den ersten funktional zu- bzw. Das tue ich auch jetzt: Skills interpret and relate savoir comprendre Knowledge Education Attitudes of self and other; political education relativising self of interaction: Factors of intercultural competence interacting in intercultural communication Byram, , p.

Culturally specific knowledge, skills at negotiating or mediating commu- nicative processes geared to the cultures in question , and a mixture of attitudes including trans-cultural ones e. Eine Leine — wie beispielsweise die abgebildete Abb. Letz- tere sind aus Kardeelen, diese aus Garnen und diese wiederum aus Fasern geformt. Mir ist an diesem Vergleich wichtig, dass eine Leine aus genau bestimmbaren Einzelteilen besteht. Ich schlage vor, dass er sich aus folgenden drei Elemen- ten zusammensetzt: Was ist daran neu?

Diese interkulturellen Kompetenzen haben sicherlich ge- meinsame Schnittmengen, aber auch deutliche Unterschiede. Studierende, die an einer US-amerikanischen high school oder einem college Deutsch studieren vgl. Wie sehen deutsche Lebensbedingungen aus? In diesem Zusammenhang ist die — unterschiedlich — motivierende Rolle der Medien zu beachten. Insbeson- dere fiktionale Texte im weiteren Sinne wecken Neugier, bieten zumin- dest Lese-Erfahrungen — wo reale Erfahrungen nicht oder noch nicht zu haben sind — und erlauben, sich mit den ProtagonistInnen — mal mehr, mal weniger — zu identifizieren, d.

Dass Deutschland seit geraumer Zeit mindestens seit ein Einwanderungsland ist, haben wesentlich weniger Leute wahr- genommen oder wahrhaben wollen. Die Aus- bildung von Fremdsprachenlehrern: Teaching and Assessing Intercultural Communicative Compe- tence. Du Gay, Paul et al. The Story of the Sony Walkman. The Work of Representation. In Stuart Hall, Representation: Cul- tural Representations and Signifying Practices pp. Die Kontur des Faches Deutsch als Fremdsprache. Wo warst Du, wo bist Du, wohin gehst Du? In Michael Byram Hrsg. Context and Culture in Language Teaching.

Ox- ford University Press. Metzler Lexikon Literatur- und Kulturtheorie. Foreign Language Annals, 40, 9— Nautisches Lexikon in Bildern. Methodik des kommunikativen Fremdsprachenunterrichts. Reform oder Konkurs pp. Damit hat er zweifellos Recht behalten. Do we need a concept of intercultural competence?

Just to make it short and brief: Vor allem bei einem Gast in unserem Land! Es werden Verhal- tensoptionen vorgestellt und die Frage nach der Angemessenheit der Reak- tion aufgeworfen. Ent- schuldigen Sie bitte vielmals, aber […]. Zugleich wird in einer Gedankenblase folgende Frage aufgeworfen: Die Fotos eines an die Stirn getippten Zeigefingers, eines aus Daumen und Zeigefinger gebildeten Kreises und des Benutzens eines Taschentuchs, um die Nase zu putzen, sind mit Texten unterlegt, welche verdeutlichen, wie unterschiedlich solche Gewohnheiten gehandhabt werden.

Interkulturelle Kompetenz als Ziel im Fremdsprachenunterricht?

1. Texte anzeigen nach!
2. bidok :: Bibliothek :: Kühn - Fremdsprachenunterricht unter dem Anspruch de.
3. Universität Konstanz Suche.

Die bisherige Argumentation zusammengefasst ergibt folgende Ergeb- nisse: Evaluierung von interkultureller Kompetenz? Wie sollen die verschiedenen Elemente, die eine inter- kulturelle Kompetenz ausmachen, evaluiert oder gar getestet werden? In diesem Zusammenhang ist es dann schon fast makaber wenn Schulz , p. Byram, , Knapp-Potthoff, , Bolton, Do we need the concept of intercultural competence? Die Wirtschaft mit der Sprache. Eine sprachsoziologische Stu- die.

Interkulturelle Kommunikation und kultureller Wandel. Grundlagen und Kon- zepte. Elf Kapitel zur Sprachsensiblierung. Deutschlandstudien und deutsche Geschichte. Interaktion, Fremd- wahrnehmung, Kulturtransfer. Kulturraumstudien und interkulturelle Kommunikation.

Anmerkungen zur Situation der Landeskunde in den 90er Jahren. Fremdsprache Deutsch, 6, 4— Zustand und Zukunft eines um- strittenen Konzepts. Interkulturell ausgerichtetes Lehrmaterial Deutsch als Fremd- sprache. Jahrbuch Deutsch als Fremdsprache, 14, — Jahrbuch Deutsch als Fremdsprache, 19, 77— Interkulturelles Lernen im Fremdsprachenunterricht. Das Bei- spiel Deutsch als Fremdsprache in Griechenland.

Grundlagen, Probleme und Konzepte. Weimann, Gunther, Hosch, Wolfram Ein Projekt zur Lehrerfortbildung. Info DaF 20, Heft 5, — Challenges and Lessons Learned Abstract This paper describes a curriculum project developed to be a new model for intercultural learning in the language classroom. The resulting beginning and intermediate German curricula focus on four concrete intercultural skills, adopt a reduced-grammar syllabus, maximize newer and traditional technol- ogies, and position culture and intercultural learning content in the center of the German language course.

The author addresses the need for articulated intercultural curricula, as well as the challenges of and lessons learned from this particular eight-year project. Introduction In the last 15 years, world language teachers have moved toward content- and text-based teaching and learning for all levels of language courses e. At the same time, the Standards for Foreign Language Learn- ing , researcher-teachers like Kramsch , , , and Byram , , as well as the Modern Language Association have called for more intercultural and culturally-aware learning.

Amid these calls for reform, members of the profession are seeking ways to meet this challenge. In doing so, however, it is prudent to note the three fundamental convictions as pre-existing conditions for curricular reform posited by Bern- hardt and Berman Members of the language teaching profession must keep in mind these four considerations in order to be realistic about the process and environment of language learning, particularly in DaF contexts outside Europe.

Moreover, alongside theoretical and philosophical considerations on IC learning—its def- initions, justifications, and position—we can also benefit from an examination of concrete examples of IC, content-based curricula. This paper will briefly describe an eight-year project to develop and implement such a curriculum— its goals and distinctives. This description is followed by a discussion of the survey responses of both teachers and students after using the curriculum for one year; the survey was designed to evaluate the perceptions of the effec- tiveness of the different components of the curriculum, especially of intercul- tural learning.

By looking at this specific attempt at DaF reform, we hope to gain valuable insights for the future as we grapple with the issues and ques- tions facing the IC reform movement in the AATG Schulz et al. The Curriculum Development Process: Learning Goals and Examples In , a small materials development team began the process of creating a IC curriculum for beginning and intermediate German at the post-second- ary level at North American Institutions; this curriculum adopts an intercul- tural approach to language learning and focuses on assessable intercultural skills.

To that end the project targeted four concrete IC skills, which harmonize with the fundamen- tal objectives for culture learning in the foreign language classroom proposed by Renate Schulz Students should demon- strate familiarity with some of the basic common knowledge of average tar- get culture persons. As discussed by Lafayette and Schulz and de- scribed by Lafayette , [There] exists a basic repertoire of information necessary for the compre- hension of most cultural concepts. The key to providing students with this basic repertoire is to have clear, spe- cific and organized culture facts we want our students to know.

This list is not meant to represent an ideal comprehensive set of cultural facts for all first-year German stu- dents, but rather to be an example of specific goals for culture knowledge which are systematically included in an IC curriculum. The adopted IC approach purposefully goes beyond the culture box approach common in textbooks; this factual culture knowledge is, in fact, integral course content, not just interesting trivia. The chosen facts are, therefore, woven in throughout the curriculum through a variety of English and German texts, visual images, audio interviews and numerous tasks that work together to support the culture learning.

The factual knowledge is a key course focus, building a rich context for the target language. For example, key dates and associations with the two twentieth century world wars are facts which are part of the culture knowledge learning goals at the beginning level. The second IC skill focus of the project is culture awareness.

One exam- ple of how the project targets this awareness is recognizing and discussing stereotypes. Students engage with stereotypes that peers have of German culture and that others have of Americans. Also, interviews with Germans are used to explore the stereotypes that German-speakers have of each other, of different regions in Germany, and of Germany, Austria and Switzerland.

Students are asked to consider, for example, whether their home culture is more doing or being oriented, whether their orientation to- wards time is rigid or fluid, or whether their home society values individual- ism or collectivism? These later questions are particularly emphasized in the units in both the first- and the second-year curricula that focus on Swiss, Austrian and German histories and identities.

Integrating these two IC skills factual culture knowledge and culture awareness as the center of course content rather than peripheral elements makes the beginning and intermediate German course far richer than the traditional language course. Intercultural communicative competence is the ability to interact appropriately with peo- ple from another country and culture in a foreign language in a way which demonstrates an awareness of the specific meanings, connotations, and the historical and social context of the target language.

Students should develop the ability to express, interpret and negotiate meaning effectively by employ- ing linguistic, social and historical knowledge about the target culture s and people s see also Barna, The desired outcome of the project is to develop effective intercultural speakers. Challenges and Lessons Learned This IC communicative competence is developed not only through use and awareness of structure or grammar, but also through, for example, work with connotations or associations. More specifically, the project attempts to foster the expectation that roughly equivalent German and English words may still differ in significant ways.

For example, students are introduced to the word Freund and they also hear or read texts by Germans discussing how many Freunde they have, what their expectations of a Freund are and the differences between Freunde and Bekannte. Conversely, what might we infer about German culture from the uses and associations with these two words, from the distinctions which are deemed important or unim- portant in communication? Finally, students apply these new insights to com- municate and interact interculturally in the following task: Die Studenten sind sehr freundlich.

In addition to building vocabulary and structures to express per- sonal meaning, students are encouraged to communicate effectively by thinking interculturally as they develop their writing skills. Thus, Ich komme aus Ann Arbor. Ich wohne seit acht Jahren hier. What type of information would be useful to a listener? To which commonly-known cities in the target cultures might one compare Ann Arbor? To facilitate this type of communication, the program pro- vides many types of writing guides, including vocabulary and structure grids and essay models for students.

A typical cumulative assessment in the first semester might look like this: Sie schreiben einen Brief an einen neuen Brieffreund. Stellen Sie sich vor! In your letter you should clearly demonstrate that you are trying to integrate your knowledge of Germany and German culture and your new insights into your own cultures in order to provide the penpal with a better un- derstanding of you, your hometown and family.

To assist and guide the assessment and assessability of such intercultural learning, grading rubrics for teachers include cultural perspective or other intercultural skills see example in Appendix Table 3. Focusing on concrete IC skills and encouraging articulation and measuring of those learning goals addresses the concern of teachers and students that IC learning may dissolve into the unassessable.

The fourth intercultural skill of the project is culture gap management or critical incident training. Students begin training to anticipate or recog- nize and perhaps resolve misunderstandings arising from cultural differences and assumptions. Students analyze IC situations in which a misunderstanding occurs. They are then encouraged to examine national and personal histories, habits, and language differences in order to understand what they observe. Mark is an American student in Germany. Mark is sure that the German student dislikes or distrusts him, since the German seems com- pletely unwilling to make any small talk or to get to know him.

The US-American expectations in the home culture are explored and students then receive four possible explanations for the culture gap or misunderstand- ing. Each possibility is discussed briefly as are the differences between Ger- man and US-American expectations in student dorm living situations. Many German language programs or curricula integrate some of these goals some of the time. Challenges and Lessons Learned Feedback and Insights Let us now turn to the realities of adopting an intercultural approach. How do students and teachers respond to this type of approach to language learning?

How will we as educators and curriculum developers measure our own suc- cess? These early adopters wanted a curriculum that would engage students and decrease student frustration, underscore the value of their Ger- man program and language requirement to administrators, and thus increase or stabilize enrollments and teaching positions in their departments. While the motivations of the early adopters are interesting, the initial reactions of reviewers who did not adopt are equally so. Many reasons given for not adopting could be applicable to most new curricula, especially if a paradigm or framework shift is involved: The following comments summarize these reasons: As a counter argument, this intercul- tural approach puts into practice what Erwin Tschirner suggested, namely that the traditional first-year grammar content be spread out over two or three years.

The resulting reduced-grammar syllabus is viewed not only as conducive to long-term linguistic success but also as necessary to make room for significant culture and intercultural content. The initial reactions of some of the students overlap with some of the non-adopting teachers at this point, for there is a group of students, often with previous foreign language learning experience, who love grammar and expect it.

When they are introduced to the intercultural approach, they are somewhat disappointed not to find grammar-focused manipulations, dialogs to memorize, and translation exercises. As the world languages community moves toward an articulated inte- gration of intercultural learning in language teaching, we will likely find these same reactions and attitudes. Regardless of how we delineate intercultural learning, we must address the issues of teacher training, of syllabus adjust- ment at the course and department levels, and of teacher and student ex- pectations.

If we do not, innovative pedagogical ideas and practices may never reach the average classroom. As with many such case studies, our initial data are based on a relatively small and non-random sample. Of the fourteen institutions involved, the survey sample included results from seven instructors and students. Many con- clusions are based on qualitative data, especially prose comments or per- sonal communications from teachers and students. In reviewing these data, the question remains: How do we measure our own success? As an individual instructor or as a department, one can assess students on the four concrete intercultural skills.

But as a project team or as a teacher-researcher committed to improved integration of culture and language teaching, how does one measure success? A starting point is an assessment by teachers. As shown in Table 4 see Appendix , teachers rated the degree to which they agreed with statements comparing student gains using the new curriculum with student gains using their previous curricula.

The conclusions, though very tentative, are that the teachers perceive greater culture learning, in- creased retention of students from first to second year German courses, in- creased student interest in overseas study, improved oral proficiency and student writing, and an improved learning experience for their students. Thus, the first lesson for consideration arising from this curriculum experiment is: Emphasizing intercultural learning in DaF need not be at the expense of quality language acquisition.

Though this statement may seem obvious, it is precisely this argument which is used to avoid, defer or reject a more liberal time-allotment to intercultural learning in the classroom. Challenges and Lessons Learned 1. The course materials improved my knowledge of German culture.

My interest in German culture has increased because of my German course. My interest in the German language has increased because of my German course. However, some supplementary prose comments help broaden the picture. In the online survey, students were asked to respond to the question: Almost all the responses centered on the software, vocabulary quizzes, audio texts and writing guides.

Perhaps the wording of this question biased the answers. As a counter example, in a separate generic course evaluation administered by Calvin College, students volunteered comments about the culture learning when asked: Did it stretch your thinking? This course has pushed me to the end of my wits. I feel that I learned not only about Germany but more about European history than I had in any other class before.

It made me think outside the box and think how other people act and react in the world. The cultural postulates made me think about how our culture is and how I fit into it. Prioritizing intercultural learning in the classroom increases the value of the introductory language courses in the eyes of students.

The continuing value of significant intercultural learning in the lan- guage classroom context is the focus of an ongoing study of student and teacher feedback. As these first-year students continue, whether in German and Germany or in other inter- or cross-cultural situations, how do they con- tinue to assess the effectiveness and value of their introductory course in German language and culture?

When they eventually get to Germany, will they feel as one student reported: Thank you for all you taught me! The lingering question for ongoing study is: Are the students coming out of a reformed intercultural learning curriculum better equipped than students from more traditional programs to effectively com- municate and engage with Germans and German culture in either English or German or, as is likely to be the case, in a mixture of both languages?

Another set of teacher and student comments warrants mentioning; many respondents indicated a desire for more explicit grammar instruction. In the first year of the project, the extent of grammar teaching was left up to the instructors. Although most participants appreciated the reduced-gram- mar syllabus, more targeted practice of grammar was mentioned by many respondents as a way to improve the curriculum.

In the second year of re- lease, the project team attempted to address these issues; that feedback will be analyzed in a subsequent study. Nevertheless, the third lesson we might draw from this case study is: Students and instructors desire explicit teaching and practice of grammar. The challenge before us is: How do we infuse the explicit practice of grammar with inter cultural content? As AATG teachers rethink how to balance cultural, intercultural and language learning goals in their courses, we can capitalize on new opportunities for cooperative and collaborative innovations in this area.

Finally, despite the many shortcomings of the project and curriculum, the interest for such an innovative, intercultural approach is promising. Fif- teen institutions adopted the curriculum in the first year of release — In —, the number of institutions doubled to thirty. The pro- jection for — is 36 to 37, including two larger programs with teach- ing assistants. Challenges and Lessons Learned Conclusion The time is ripe for a paradigm shift toward more intercultural learning.

The world language community has been discussing and debating for three dec- ades how to teach and integrate intercultural and culture learning with lan- guage learning. Past calls for such a shift, including the culture and compar- ison components of the Standards for Foreign Language Learning , have laid the groundwork. Indeed, now is the time to lead the profession toward making significant gains in intercul- tural learning in language classrooms throughout the United States.

Students develop and demonstrate awareness that situational variables e. Students recognize stereotypes or generalizations about the home and target cultures and evaluate them in terms of the amount of substantiating evidence. Students develop and demonstrate an awareness that each language and culture has culture-conditioned images and culture-specific connotations of some words, phrases, gestures, proverbs, idiomatic formulations, etc.

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Students develop and demonstrate an awareness of some types of causes lin- guistic and non-linguistic for cultural misunderstanding between members of different cultures. Student tasks include summarizing, making comparisons, describing scenes and characters, writing poetry, and describing fact, cause and effect. Intermediate German language and culture. Stumbling blocks in interpersonal intercultural communications.

From German 1 to German studies A chronicle of curricular reform. Challenges and Lessons Learned Byrnes, Heidi Summary report on the future of German in American education. Beginning German language and culture. Culture in language learning: A view from the states. In Kees deBot, Ralph B. Context and culture in language teaching.

Oxford Uni- versity Press. Making the invisible visible. In Claire Kramsch Ed. Language learning in intercultural perspective pp. Integrating the teaching of culture into the foreign language classroom. Modern Language Association Foreign languages and higher education: New structures for a changed world. Current perceptions and beliefs among incoming college students towards foreign language study and language require- ments.

Foreign Language Annals, 39 3 , — Standards for foreign language learning: Preparing for the 21stt century. The challenge of assessing cultural understanding in the context of foreign language instruction. Foreign Language Annals, 40 1 , 9— In pursuit of cultural competence in the German language classroom: Rethinking beginning foreign language instruction. The Modern Language Journal, 80, 1— College faculty perceptions about foreign language. Foreign Language Annals, 39 2 , — Challenges and Lessons Learned Table 2: Sample Grading Rubric for Essay Total possible points — 25 5 or 4. Shows accurate Shows accurate sues.

Shows Shows inaccu- and impressive knowledge of some though not rate cultural knowledge of cultural informa- substantial knowledge. Shows little knowledge of Shows a devel- tivity to target sensitivity to differences in oped sensitivity audience in con- target audience. Organi- Very well organ- Some points are Several sen- Difficult to fol- zation ized. Sen- tences are un- low. Content are easy to iden- tences are usu- connected. Sentences ally well con- Some logical nected. Not well planned or or- organized. Does not of assigned vo- Vocabu- propriate to level words.

Mostly make good use cabulary. Mini- lary and course con- correct use. Adapts Makes good use does make use much of the mo- of models. Many errors Many errors matical Meaning remains Meaning remains make the text make reading Correct- clear throughout. Challenges and Lessons Learned Table 4: Where are we to place intercultural competencies as a learning goal?

This article suggests some answers to these questions by juxtaposing interdisciplinarity and cultural studies and cultural studies and language teaching, and by ana- lyzing intercultural competency as a learning process. A combined under- graduate and graduate course on intercultural German Studies serves as the focus of the discussion, highlighting specific approaches to teaching lan- guage, culture, and a variety of topics in intercultural communication.

Barris starts taking me through Kustom City, and the place looks like any other body shop at first, but pretty soon you realize you are in a gallery. This place is full of cars such as you have never seen before. Half of them will never touch the road. You hang them on the wall. Und auf dem Weg zum Dialog zwischen den Disziplinen gibt es nach wie vor Kom- munikationsprobleme. Dies geschieht besonders im Hinblick auf politische und aktivistische Tendenzen, die das einzelne lokale akademische Projekt immer mit einem globalen gemein hat. Indeed, cultural studies is not merely interdisciplinary; it is often […] actively and aggressively anti-disciplinary — a characteristic that more or less ensures a permanently uncomfortable relation to academic dis- ciplines.

No unique statistical, ethnomethodological, or textual analysis to call its own. Its methodology, ambiguous from the beginning, could best be seen as a bricolage. What does it portend when people use the same words, but understand very different things by them? An interdisciplinary or post-disciplinary field of inquiry that explores the production and inculcation of maps of meaning. A dis- cursive formation, or regulated way of speaking, concerned with issues of power in the signifying practices of human formations. Besonders Thesen 1, 4 und 7 bringen den Fremdsprachenerwerb in Zusammenhang mit kul- turellen Inhalten, betonen eine theoretische Betrachtung der Kultur und fordern kulturwissenschaftliche Kompetenzen bei angehenden DaF-LehrerIn- nen.

Altmayer stellt seinen acht Thesen Kurzdefinitionen voraus: Dem haben sowohl der Fremd- sprachenunterricht als auch die fremdsprachenbezogene Forschung in angemessener Weise Rechnung zu tragen. Die Herausforderung ist offensichtlich: Mit dem an der University of Connecticut angebotenen Seminar ist ein Zwischenschritt versucht worden. Das letzte Seminar belegten z. Ziel ist die dialogische Er- arbeitung der im Syllabus gestellten Fragen und das Einbringen von Diskus- sionspunkten und Texten in die kurzen Response Papers und die lange Hausarbeit. Guilhermes Definition der interkulturellen Kompetenz etwa betont, dass es darauf ankommt, in welche Beziehung self und other zuein- ander treten , p.

Diese Auseinandersetzung findet einerseits auf der Ebene des Sprach- erwerbs statt, anderseits auf der Ebene des Kulturerwerbs. Wie kann man diese potentielle Neu- oder Umformierung des Ichs kombinieren mit einer kulturwissenschaftlich orientierten Landeskunde oder Kulturstudien? Ins Zentrum treten hier u. Diese Doppelarbeit gilt es zugleich auf die Fremdsprache zu erweitern: Denn innerhalb der U. 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.

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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? 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. 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. 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. 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.

Playmobil Film Deutsch WENN SCHÜLER LEHRER & LEHRER SCHÜLER WERDEN! ROLLENTAUSCH! Familie Vogel

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.

Aarburg, Hans-Peter von

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. 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.