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• W2561600187 abstract "Exchange programs like the German American Partnership Program (GAPP)1 offer students opportunities to broaden their horizons, gain insights into another culture and test their second language skills. For many students this exchange is the first personal experience with a different culture and may have an important impact on their beliefs, attitudes and even on their career decisions. Through these exchanges German teachers have the opportunity not only to create lasting impressions, but also to facilitate changes in the students' perspectives and thus promote tolerance and acceptance, and perhaps even increase chances for a more peaceful future. However, the educational potential of exchange activities can only be realized if we address some of the impediments and difficulties connected with such programs more systematically. One major difficulty derives from the nature of intercultural understanding itself which is bound to a complex process of entering into a different way of being (Kramsch 1991). Since what we perceive and understand is necessarily filtered through our concepts and perspectives, misunderstandings and misconceptions are an unavoidable part of the learning process. Furthermore, since encounters with a foreign culture that orders the world differently may challenge our own basic assumptions and thus threaten our identity, beliefs and value systems, resistance and rejection may not only block understanding but more importantly reinforce ethnocentrism and prejudice (cf. Bredella 1988).2 A second challenge posed by GAPP exchanges is the difficulty of integrating the experience into the school curriculum. This is true for the teaching sequences prior to and after the exchange, as well as for the time of actual encounters in the other culture. This difficulty is aggravated by the fact that not all students of a given group part cipate in the exchange, nor do all students continue with the German programs once they have retumed for the following school year. However, if the exchange remains an isolated event in the life of the students, the necessary processing and evaluation of the experience does not take place. For the participating teacher the educational goals are often blurred among the myriad responsibilities associated with organizing such an exchange and the reciprocal visit from the partner school. In midst of booking flights, purchasing tickets, finding host families, arranging pot luck dinners, organizing field trips, controlling behavior problems, mediating interpersonal confrontations, a hosting a foreign guest for a month, teachers of en do not find the time to adequately equip their students with the conceptual, linguistic, strategic and managerial skills which would allow them to fully exploit the potential of the exchange for stimulating encounters and intercultural learning. The following project report and design attempt to address some of these issues by taking a fresh look at the German language classroom prior to and after the visit to Germany, and by giving the exchange itself a new dimension. The themeentered and task-driven approach we will propose requires a re-definition of teacher and stu-" @default.
• W2561600187 created "2017-01-06" @default.
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• W2561600187 date "1992-01-01" @default.
• W2561600187 modified "2023-09-24" @default.
• W2561600187 title "Kleinstadtgesprache: A Project on Intercultural Learning and Understanding through GAPP Exchange." @default.
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