Newsletter - American Association of Teachers of German

Newsletter
American Association of Teachers of German, Inc.
Volume 49, Number 2, April 2014
In this Issue …
2014 National German Exam
Students Win Trips to Germany
Advocacy Webinars for German
Student Immersion Experiences
Nominate Colleagues for Awards
Forums at AATG Online
Why Do Students Choose German?
Neues von der ZfA
InfoBlatt Goethe USA
News from Professional Partners
A Word from the President
Dear Colleagues,
Today I want to share with you a story that I heard as a young boy.
An old man was on his way from Jericho to Jerusalem when he saw a tiny sparrow lying in the middle
of the road with its spindly little legs waving in the air. The old man asked him: "What are you doing,
silly bird, waving your little legs in the air? An owl will surely fly down and catch you for dinner."
"Haven't you heard?" said the bird. "The sky is falling! I heard it from the little hen up the road."
The old man responded: "I don't think the sky is falling at all, but even if it is, what are you doing lying
in the road waving your little feet around? What good will that do?"
The little sparrow answered: "I'm going to hold up the sky so it won't hit the earth!"
"That's outrageous," exclaimed the old man. "Your tiny legs can never hold up the sky!"
"Oh, I may be small and weak," said the sparrow, "but one does what one can, one does what one can."
In these times of economic uncertainty, social and political upheaval, and massive environmental challenges, we often find
ourselves wondering whether we can make a difference in this world. To have an impact, we don’t need to be a Mahatma Gandhi,
a Mother Teresa, or a Martin Luther King, Jr. Each of us can make a difference. Our lives are not measured in days, weeks, months
or years. They are measured by our deeds and legacies, by what we contribute to society and humanity in general, and our
families, our profession and our communities in particular.
The German profession in the United States is at an important juncture. Many German programs are on the chopping block. Some
have already been slated for closure; others will be closed when the sole German teacher/professor retires. Meanwhile funding
from Germany is drying up. Many school districts, colleges and universities have limited funds available for faculty development or
for teachers to attend professional conferences at the regional, national and international levels. I realize that there are also many
programs that are thriving and this is encouraging for the future of our profession. But we need to concern ourselves with the
programs that are suffering from enrollment attrition and other factors that threaten their existence.
As I mentioned in the February Newsletter, the AATG has established a new committee that deals with fundraising. Like all nonprofit organizations, the AATG must have active fundraising to strengthen the association and ensure that programs and services
for all German teachers continue to be offered. In the long run, this will definitely have a more positive impact on the entire
profession. In addition, the AATG will be able to offer stipends for colleagues to attend regional and national conventions or
conduct workshops for various chapters. The survival of the AATG depends on fresh and new blood. One cornerstone was set
through the scholarship fund. However, we need to create another cornerstone for young and new teachers who just joined the
profession or are still in graduate school and cannot afford to attend regional and national conferences. We need to be in a
position to help them with stipends as well.
I urge you all to give generously to the Friends of the AATG Fund. As soon as this portfolio has been built up and has reached the
designated amount, proceeds from its income will be used for stipends that will enable colleagues to attend ACTFL, NECTFL,
Central States, SCOLT, SWCOLT, PNCFL, or any other conference. The Fundraising Committee is planning regional fundraising
events in various cities across the USA. The culminating fundraising event will take place in San Antonio. Every amount, no matter
how little it is, will be appreciated. You can also donate to the AATG Endowed Scholarship Fund by honoring a colleague or
colleagues who made a difference in your life. Visit the AATG Hall of Recognition at www.aatg.org/?page=HallofRecognition.
So, be a sparrow and do whatever you can to make a difference and help strengthen the AATG and the German profession. I
believe that everything is possible. Where there’s a will, there’s always a way.
Mit herzlichen Grüßen
Mohamed Esa
McDaniel College, Westminster, Maryland
[email protected]
2
Help us recognize EXCELLENCE in GERMAN
The AATG has a range of awards to recognize German teaching professionals for their
outstanding achievements. The award recipients will be announced at the 2014 AATG
Annual Meeting held in conjunction with the ACTFL Convention and World Languages
Expo, November 21-23, 2014 in San Antonio, Texas.
Nominations are due May 31.
Outstanding German Educator Award recognizes excellence in teaching and
outstanding contributions to the German teaching profession. Awards are presented to:
an elementary, middle school or junior high school educator; a high school educator; and
a post-secondary educator. The Checkpoint Charlie Foundation in Berlin provides honorees with the FriedrichGerstäcker-Travel Grant.
Friend of German Award recognizes exemplary leadership in the advocacy of German and German language
education at the local, regional, or national level. Awards are presented to an individual or organization outside the
German teaching profession, as well as to a German educator.
Goethe-Institut/AATG Certificate of Merit recognizes numerous achievements in furthering the teaching of German
in the US.
German Embassy Teacher of Excellence Award recognizes up-and-coming teachers who may have started a new
program or revitalized an existing one, and contribute to their AATG chapter.
AATG German Centers of Excellence presented to a well-established
and growing German program with strong support from the administration,
colleagues, alumni, parents, and students.
The AATG awards are a great way to recognize outstanding German
teachers and their programs. You can find details on awards here. Send
nominations today and help us recognize the great work in our profession!
The German Quarterly Graduate Student Paper Award
The AATG announces an award for the best research paper by a graduate student on any topic related to German
Studies. A selection committee, including members of The German Quarterly editorial board, will choose the winning
paper, which will be published in The German Quarterly. Any student enrolled in an M.A. or Ph.D. program at the time
of submission is eligible to submit one previously unpublished paper, either in English or German. Papers should be
between 3,500 and 9,000 words in length (including endnotes).
An electronic version of the paper should be submitted to Robert Norton, editor of The German Quarterly, as an e-mail
attachment to [email protected]. Please include a cover sheet with author's name, institutional affiliation, contact
information, title of the paper, and word count. A faculty endorsement of the essay must also be submitted via e-mail.
Deadline for submissions is July 1, 2014.
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Introducing the Forums at AATG Online
Join the discussion on the AATG Forums!
Share thoughts, resources, and teaching ideas,
ask questions, seek advice, and get feedback
directly from the experts—other members!
You asked, we listened. The Forums offer
members many new and exciting features to help
you connect, collaborate, and communicate.

Attach and embed lesson plans, videos, mp3s,
pictures and other files directly to your posts
by simply dragging and dropping them to
attach them to your post. Your file can be
downloaded on demand by other members.

Posts are organized by topic, not date, and are
Jump to most
recent post
fully searchable, making it easy to locate a
resource you remember seeing months ago or
to find an answer to your question in a snap.

Subscribe to receive e-mail updates on topics that interest you —and avoid getting inundated with e-mail
notifications about topics that don’t! Control your subscriptions quickly and easily from the subscription
manager in your AATG Online profile.

Send a direct link to a post or topic to a friend or colleague in an e-mail, or bookmark posts or conversations
so you can revisit them later
quickly and easily.

Rate posts and track
trending topics by number
of posts and popularity
score. You can also view a
list of top posters.
Experience the
Have a new question
or idea? Start a
new topic!
AATG Member Community!
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Connect. Communicate. Collaborate.
To access the Forums, you must be signed in to AATG Online. The Forums can be found under the
“Community” tab, or by going directly to www.aatg.org/forums.
Navigating the Forums. The Forums are organized into different categories, such as
Professional Development and Teaching Resources. Click a forum
name to view all the topics posted to it, then click a topic to view
the posts or to reply.
Next to the name of each forum or topic, you can see how many
topics are posted to it, how many total posts there are, when the
most recent post was made—and which member posted it! You
can go directly to this most recent post by clicking the link.
To join the discussion in a topic listed, you can either post a
quick reply or click “Reply” to craft a detailed response with
formatting and file attachments. A quick reply is great for brief
comments and questions, or if you’re on the go.
Embed videos directly into
your posts! Or drag and drop
files from your computer to
attach them
Have a new question or resource? Start a new topic! You can
format the text and attach files like a lesson plan pdf or YouTube
video your students loved, and other members can reply directly.
Connect with colleagues. Next to each post,
you can see the author’s profile picture and
their name, which is a link to their AATG Online
Share a post on social media,
profile. You can send messages or add the
bookmark a thread, or e-mail a link
member to your contacts right from the
to a friend right in the Forums
Forums.
Type a quick reply, or post a longer,
formatted response with the Full Editor
Enjoy exploring all of the great features the
Forums offer you to connect and collaborate
with your colleagues. And as always, let us
know if you have any feedback or need any
help.
Get started today at www.aatg.org!
5
2014 National German Exam
Over 20,000 students participate
20,668 students from nearly 700 schools recently participated in the 2014
National German Exam. The Exam, now in its 54th year, provides a means of
comparing students in all regions of the country, provides individual and
programmatic diagnostic feedback, and rewards students through an
extensive prize program. The 2014 exam was comprised of two parts with a
total of 100 multiple choice, matching, true/false, and fill-in questions. The
listening and viewing portion was 40 minutes in length and consisted of a
series of short audio and video segments with a total of 40 questions and
tasks. The reading and text completion portion was 45 minutes in length and
consisted of a number of print texts, including graphs and images with a total
of 45 questions and tasks, and the text completion portion of the exam was
comprised of two short texts with a total of 15 questions. All materials used
in the exam are from authentic resources.
No one method, textbook, or approach is given preference over any other in designing the Exam. The Exam is designed
using materials that are accessible, interesting, and engaging for high school students. Exam materials are selected with
great care to be accessible to a large, general student population. They are varied in character and focus of interest.
Participation shows a slight decline
8,948 Level 2 exams were administered this year. 6,650 students took the Level 3 exam and
5,070 students participated at Level 4. The number of students participating in 2014 was a drop
of 3.29% in overall exam volume from 2013. While negative numbers are never desirable in
AATG programs, the trend over the last few years (2010-2013) has been an overall annual drop
of 4.82%. Analysis shows that the Level 2 exam saw a drop from 2013 to 2014 of 1.67% (in 2013
that number was 1.85%), Level 3 a drop of 3.38% (in 2013 that number was 6.78%), and Level 4
a drop of 6.04% (in 2013 that number was 1.66%). Students enrolled in public schools continue
to account for over 80% of all exams. Private schools took 15% of the exams and students
enrolled in Saturday schools accounted for 4% of the total exam volume.
Mean Scores
The chart below shows mean scores for each section of the exam as well as the total exam. The Standard Group is
comprised of students who responded “NO” to the survey question, “Is German spoken regularly in your home?”
Students are instructed to answer YES if German is used to communicate in their home. If their knowledge of German
comes only from German classes taught in US schools, they are instructed to answer NO.
Level 2 Standard Group
Level 2 Non-Standard Group
Level 3 Standard Group
Level 3 Non-Standard Group
Level 4 Standard Group
Level 4 Non-Standard Group
Listening and Viewing
Reading and Text Completion
Total Score
27.1
29.7
25.4
32.0
25.0
40.3
35.0
40.0
29.4
37.9
26.2
32.7
62.2
69.7
54.8
69.9
51.2
73.0
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2014 National German Exam
Exam reliability
Exam reliability is defined as the degree to which the exam gives consistent results each time it is given. In other words,
reliability answers the following questions: Can I depend on the test to measure the same outcomes consistently? Given
all the other variables being the same, will the test produce the same results again? The AATG uses the Kuder-Richardson
21 formula to calculate reliability coefficients. The scores of reliability are judged against a perfect score of 1.00. Most
standardized tests usually have a reliability coefficient of .90 or above. Each level of the National German Exam scored a
reliability coefficient of .90 and above.
Exam administration
The new online platform provides a myriad of data for the exams, including the
exact amount of time students took to complete the exam. On average, students
completed the Listening and Viewing section of the exam with adequate time to
spare. Allotted 40 minutes for this section of the exam, the Level 2 average
completion time was under 26 minutes, Level 3 completion time was under 32
minutes, and Level 4 completion time was under 31 minutes. 95% of the Level 2
students and 85% of both Level 3 and Level 4 students had submitted their
responses for this section of the exam with more than a minute remaining in the
exam period.
The Reading and Text Completion of the exam proved to be more challenging for
students. This section of the exam included a few demographic questions and
students were allotted 5 minutes to complete those and 40 minutes to respond to
questions in this section of the exam. The Level 2 average completion time was 36
minutes, Level 3 completion time was under 38 minutes, and Level 4 completion
time was under 41 minutes. 84% of the Level 2 students had submitted their
responses for this section of the exam with more than a minute remaining in the
exam period. 74% of Level 3 students had submitted their responses with more
than a minute remaining in the exam period and only 59% of the Level 4 students
had completed the Reading and Text Completion section of the exam before the
final minute. Responses for students who did not hit submit before the exam time
ended were automatically submitted when time ran out.
Survey results
In late March, the AATG launched an
online survey to gather feedback from
members regarding the exam. Over 300
responses were collected over a four
week period. Survey participants found
the exam to be relevant and up to date, a
good measure of language accuracy and
proficiency, and an example of good
assessment practice.
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2014 National German Exam
The survey also indicated that teachers found the
registration process to be easy (80% Strongly Agree/
Agree), that the information received from Quia (AATG’s
NGE partner) was comprehensive and easy to understand
(81% Strongly Agree/Agree). Only 68% of the respondents
indicated that students had taken the free online practice
tests before taking the exam. Responses indicated that
teachers feel the National German Exam is good to
excellent in assessing various aspects of communication
including comprehension and cultural awareness.
Improvements for 2015
The National German Exam committee recently reviewed those results and
have eliminated the text completion items from all future exams. The 2015
National German Exam will not contain any fill-in the blank items.
“Statistically speaking the paragraph completion proved not to be a consistent
measure of students' performance. The reading and listening/viewing parts of
the exam are a more accurate way of assessing these skills and will offer more
detailed information on students' skills,” said Wiebke Strehl, committee chair.
“Those items will be replaced with additional multiple choice, matching, and
true/false questions.”
86% of the teachers surveyed want score reports that are easy to print, and AATG is investigating the feasibility of
providing individualized score reports for each student who takes the NGE. Additional improvements currently being
explored with our vendor are enhancements to the registration system that will allow teachers to upload a roster instead
of typing each individual student name, moving the demographic survey questions that students must complete to the
non-timed portion of the exam, and providing technical support on Saturdays.
Thanks to the 2014 National German Exam Committee
Angelika Becker teaches German and serves as World Language Department Chair at Carmel High School in Carmel, Indiana.
Cynthia Chalupa is Associate Professor and Director of the Basic German Language Program at West Virginia University in
Morgantown. Keith Cothrun is Executive Director of the AATG. He taught German for 24 years in a public high school in New
Mexico. Mohamed Esa is Professor of German at McDaniel College in Westminster, Maryland. Uwe Goodall-Heising teaches at
Hanover High School in Hanover, Vermont. Katrina Griffin teaches at North County High School in Glen Burnie, Maryland.
Juan Carlos Morales is the World Language and International Education Associate for the Department of Education of Delaware.
For 17 years of his career, he taught German at the high school level in Miami-Dade, Florida. Doug Philipp teaches at Cheyenne
Mountain High School in Colorado Springs, Colorado. Ewa Siwak is German Lecturer and University Supervisor of Student Teachers
of Modern Languages at Texas State University in San Marcos, Texas. Prior to 2011, she taught 12 years in public high schools in
Texas. Beth Smith has over 40 years of experience teaching German in public high schools. She retired from Plano Senior High
School in Plano, Texas in 2012. Wiebke Strehl is chair of the National German Exam committee. She is Professor of German and
Chair of the Foreign Language Department at the University of North Carolina, Asheville. She is past Chief Reader of the AP
German Language Exam. Ingrid Zeller is Distinguished Senior Lecturer in the German Department at Northwestern University in
Evanston, Illinois.
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AATG/PAD Study Trip Awards
Next stop...DEUTSCHLAND!
AATG is pleased to announce the recipients of the 2014 National German
Exam AATG/PAD Study Trip Awards. The Study Trip Award I was awarded
to 39 outstanding students. The Study Trip Award II was awarded to five
high school seniors. Recipients of these awards receive round-trip air
transportation to Germany, live with a German family, attend classes at a
Gymnasium, and participate in excursions to places of cultural and
historical significance. Congratulations to all Study Trip Award recipients
and their outstanding teachers!
Study Trip Award winners are Robert Arnold, Harrison Barclay, Geoffrey Bell, Sarah Cao, Catiana Cartwright,
Mary Coates, Matthew Daniel, Hannah Doyle, Henry Duncan, Jacqueline Fashimpaur, Nikole Fendler, Hadriane
Hatfield, Sara Jackson, Hugo Jenkins, Brian Johncox, Jill Jones, Allison Kirkegaard, Layla Lopez, Logan Maltz,
Patrick McCaughey, Andrew McFadyen, John McGahay, Grace McStravock, Jeffrey Michel, Sophia Muston,
Nicholas Ng, Matthew Padgett, Andrew Porter, Alexandra Rogers, Elizabeth Rosen, Bailey Scribner, Alice Shao,
Anna-Marie Sprenger, Brent Strong, Alora-Rianne Thresher, Altan Turkoglu, Genevieve Voigt, Samantha Wetzel,
and James Yu.
Study Trip Award II winners are Jennifer Hu, Mikaela Rabb, Tanner Shaw, Isadora Steiger, and Leslie Ware.
Several students were awarded study trips to Germany to participate in
the AATG Summer Study Program for High School Students. AATG’s
Endowed Scholarship Fund awarded scholarships to Spencer Diem, Deana
Jackson, Anna Sprunger, and Megan Stanton. The Helene Zimmer-Loew
Scholarship was awarded to Stephanie Wong. The Delta Epsilon Phi Käthe
Wilson Scholarship was awarded to Erin McMahon.
The Szombathy-Toth family awarded full scholarships to Ramsha Shams
and Elisha Eagle Road.
Recognizing the BEST
AATG’s Presidential Honor Roll recognizes 6,672 outstanding students, their schools and teachers. The excellent
performance of these students on the National German Exam brings honor to their school, their district, and
their German program. 2,687 students were awarded a Goldurkunde, scoring at the 90th percentile or higher.
There were 1,928 students who were recognized with a Silberurkunde (80th to 89th percentile), and 2,057
students earned a Bronzeurkunde (70th to 79th percentile). The AATG salutes the tremendous work of these
students and their teachers.
9
Student immersion events capture interest
When students experience German as a vibrant communication tool outside the
classroom, they’re invigorated and motivated. German immersion events generate
student enthusiasm from coast to coast.
German STEM / MINT Immersion Day connects Maryland students to the future
The first German STEM Immersion Day was recently hosted at North
County High School in Maryland, in collaboration with two area
elementary schools, Lindale Middle School, and the University of
Maryland—Baltimore County. The German equivalent of STEM (Science,
Technology, Engineering, and Math) is MINT: Mathe, Infomatik,
Naturwissenschaft und Technik. 60 students participated in several
different STEM-focused activities:
Das Hurrikanhaus —Students communicated their construction ideas for
small houses designed to withstand hurricane-force high winds, and
interpreted spoken and written instructions about the design specifications. The houses were tested in a wind tunnel at the end of the
day.
Arduino — Students assembled microprocessors, then used coding to program an LED light to
flash.
Solarthermische Energieumwandlung — Students became familiar with the idea of a passive
house, in which little energy is consumed, and worked on assembly of a solar collector.
Sinnespfad — Students were blindfolded and barefoot, and were led through a nature walk
featuring different materials to feel and describe.
The immersion day was made possible through a STEM Articulation Grant, funded by the
German government’s Netzwerk Deutsch program. The STEM projects focus on developing and
Building a hurricane house
strengthening the connection between German and STEM subjects and providing the
professional development necessary for German teachers to create and deliver STEM-based units of study. Teams were coalitions of
middle school, high school, and post-secondary teachers.
Houston’s Deutscher Samstag generates enthusiasm
Each fall, the Houston AATG chapter brings together 200 to 300 students from 20 or more schools to
participate in Deutscher Samstag. The event has provided rich experiences to thousands of high school
students of German since 1997. Students receive a passport upon arrival, and fill in their personal
information in German. The passport is stamped as they enter the opening assembly. The day is divided into
several sessions, each 30 to 45 minutes. Students line up for tickets for the sessions they want to attend, and
since tickets are limited for each activity, they may trade tickets with other students — auf deutsch! For each
session they attend, students receive a sticker in their passport.
A wide variety of activities are offered : bingo or Lotto of various kinds; Bodenscrabble (big tiles, played on
the floor); Twister/Verrenkung; Fussball; volleyball; Brezelbacken; Battleship/Seeschlacht (for practicing
letters/numbers and verb conjugation); music videos; singing; word games, including Knall!, Wie heisst das
10
Inspiring enthusiasm for German learning
German immersion experiences are a collaborative effort sponsored by AATG chapters and organized
by a team of committed teachers of German. Local businesses and German organizations often provide
support with donations for prizes, food, and space.
Wort?, and Rate mal!; Mauergraffiti (bulletin-board paper where kids can paint); trivia
games; Rollenspiele; card games; folk dancing; Schnitzeljagd; and crafts such as
Lebkuchenherzen, Martinslaternen, Narrenkappen, Scherenschnitte, Adventskalender, and
Weihnachtsbaumschmuck.
Each student passport is issued with an envelope containing 10 Euros of play money. The
5-Euro bill serves as a lunch ticket. A Tante-Emma-Laden, open during breaks and lunch,
offers a variety of items for sale including stickers, button, pins, keychains, folders,
Gummibären, Ritter Sport, and Toblerone. The Kaffeehaus is another popular option
where students can use their Geld: they order from a menu featuring coffee, cocoa, and
cake. Teachers serve as waiters.
Over the past fifteen years, there has a been a lot of entertainment with local groups
performing traditional oompah or Alpenhorn music, a concert by Uwe Kind, and in fall
2013 the German Consulate of Houston brought Sebastian Krumbiegel of Die Prinzen.
Dedicated teachers in the Houston chapter volunteer their time and talents to make Deutscher Samstag a popular event. The students
have a great time participating in activities related to German language and culture—and their enthusiasm carries over when they are
back in class. They tell their peers that German is the fun language with more activities going on than any other language — Deutsch
macht Spass!
Washington’s Deutschlager brings energy to Deutsch
Deutschlager, an overnight camp held each spring in Washington state, provides a supportive environment for total immersion in
German for students to communicate and interact with other German students and teachers from across Washington. The weekend
gives students the opportunity to see what they really can do in the language and inspires them to continue their study of German.
Approximately 100 students and their teachers from ten schools come together
for a two-day camp in the spring, beginning on Friday morning and lasting through
Saturday afternoon. Students are divided in Mannschaften composed of students
and teachers from different schools, so they get to know each other through
German.
The camp atmosphere is positive, upbeat, supportive, and fun. Games, skits,
sports, hikes, singing, dancing, cooking — all these contribute to a learning climate
quite different from the day-to-day routines of the classroom. The total impact of
the camp builds as students and faculty experience the language and work
together.
Washington chapter past president Diane Cooper-Schick of Squalicum High School
in Bellingham reports, “I’ve seen amazing results for my students, both in their
language skills and their confidence. It really is an empowering experience. Using
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Student immersion events build enthusiasm
German exclusively to communicate a wide variety of ideas is key. Students
spending time together with people they don’t know affirms that this
language can really be used to communicate outside of our classroom. There’s
something very powerful about hearing and speaking only German until you
fall asleep at night, and then waking up, hearing German again — that really
solidifies the experience.”
Deutschlager runs smoothly because teachers in the Washington chapter have
worked together for many years, and have developed a comprehensive guide
with sections for parents, teachers, and students.
After attending camp, students bring extra energy and commitment to the classroom for the last few months of school. In fact,
the enthusiasm lasts a long time — one teacher reports that her students ask about the dates for Deutschlager at the
beginning of the school year.
Deutschlager t-shirts, hoodies, and sweatshirts are popular with students and teachers alike, and provide great advertising for
German programs throughout the year!
Wochenende im Wald provides experiential learning for German learners in Kentucky
Umwelt was the theme for the Wochenende im Wald, the Kentucky AATG chapter’s
highly successful immersion weekend for high school and middle school German
students. After school on a Friday in spring 2013, students, chaperones, and teachers
arrived at Camp Crescendo, a Lion’s Club Band Camp facility near Fort Knox, Kentucky.
To kick off the event, students engaged in thought provoking and meaningful dialogue
and activities to help group them based on their proficiency in German—and to break
the ice. After fun lessons and activities, students had dinner on site, then watched
Mostly Martha before heading to bed (although some stayed up way too late playing
Apples to Apples – natürlich auf Deutsch). After some Frühsport/Yoga in the morning,
students completed a Schnitzeljagd to find a variety of natural and man-made items.
Students left the experience with a greater appreciation for nature and the
environment; they could identify some common global environmental issues, and
compare what Germany does to help the environment with that which is done in the
USA.
The event was so successful that students and teachers were begging for another
experience this year. In March, an even larger group of students and teachers
participated in the 2014 Wochenende im Wald with the theme of Märchen as
students explored literature from traditional to modern to continue to advance their
German language proficiency. Another year, another successful experience for
German students in Kentucky!
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Celebrating learning across all levels
Brücken bauen builds communities in our nation’s capital
The goal of the Maryland/DC Metro chapter’s immersion event: build bridges
between German learners at all levels. Fifty-three students, twelve teachers,
and five musicians attended Brücken Bauen Immersionstag last fall, held at
Catholic University of America in Washington, DC.
The students from high schools, community colleges, and universities were
assigned to groups, along with one teacher, using the Goethe-Institut’s German
word buttons as group names. After a short warm-up activity, the day began with Die Mauer verschönern: Deutsche und
amerikanische Stereotypen finden. Students were designated as American or German, and each decorated “their” side of a
large wall, using artwork and magazine clippings to display stereotypes of the country they represented. A short
presentation followed, focused on the iceberg model of culture, then students switched sides and discussed national
stereotypes, delving into the reasons behind the stereotypes.
After everyone enjoyed a German lunch in the cafeteria, new groups were formed for the afternoon session, and each
group prepared an activity to present to the entire group later in the day. Members of the Alt-Washingtonia Schuhplattler
group taught German dances to one group. Other groups prepared a modern fairy tale skit, learned a song, designed a
trivia game, and developed an activity based on an exhibition loaned from the Washington Goethe-Institut.
To build excitement about the immersion day, students were invited to participate in a Filmwettbewerb before the event.
Students worked in groups to create 1 or 2-minute long videos in German on one of three topics: Warum lernen wir denn
Deutsch?; Was ist eigentlich ‘deutsch’?; or Wie lernen wir Deutsch hier an der XY Schule?. The movies were screened in a
film competition at the end of the immersion day.
Some great prizes were donated, including a free Goethe-Institut language course for one college student and a free
language course at the German Language Classes at the Deutsche Schule in Washington. Cash prizes were awarded for the
video contest, which went to the schools’ German clubs. The support from Catholic University of America, the German
Embassy, the Goethe-Institut, and the Alt-Washingtonia Schuhplattler helped make the day a success.
Positive feedback came from both the students and teachers. High school students enjoyed spending an entire day using
German to interact with university students and university teachers. They realized that they could easily transition into
using German at the university level. For teachers, the day was a wonderful opportunity to work together (in German!) and
to meet each other’s students. The event was very energizing for everyone!
13
Why do students choose German?
The Goethe-Institut New York engaged the Brenn-White Group, a highereducation consulting firm, to conduct survey high school students, their
parents, and German teachers in the fall of 2013. The focus of the online
survey was to explore the key reasons for choosing German and identifying key
outreach channels to determine how teachers can best convey the benefits of
studying German to students, parents and other decision makers. 73 parents,
82 teachers, and 371 students participated in the online survey, which was
followed up by phone interviews with 12 teachers and 8 parents .
Factors influencing student and parent decisions
It was clear from the surveys that the greatest chance of influencing opinions
and getting students to take German is among middle school students,
particularly incoming freshmen in the 8th grade. 75% of respondents reported deciding on which language to take just prior to entering
high school. In districts with middle school feeder programs, the target is the 5th grade or younger, depending on when the students
start learning a language. 16% of respondents made the decision to take German during their freshman year; beyond that, students
enrolling in German represent isolated cases – such as when an ambitious student decides to add a second language in junior or senior
year. The results presents an important implication for high schools that do not have feeder programs at the middle school level: for
them, it is particularly important to reach out to middle school guidance counselors and teachers of other subjects (e.g. English/language
arts) to establish relationships and build support for German early on.
When students were asked to identify the top two reasons why they chose German, the following categories emerged
The results show, that while teachers cannot change some factors, they can influence student decisions by creating focused messages
and highlighting aspects of learning German that correspond to major factors that shape student choice.
For the parents, two reasons for studying German that ranked very high were that German
provides advantage for college admission and opens the door for study and vacation abroad.
Parents also ranked heritage high. Providing information about the multitude of funding and
study abroad opportunities available at the college level would be extremely persuasive for
this group. Many parents (as well as guidance counselors and school administrators) are not
aware that the higher education in Germany costs a fraction of that in the U.S. and that there
are over 160 Bachelor and over 750 Master degree-granting programs from major
universities in Germany conducted in English. Students don’t have to know the language at
the advanced level to do the course work.
Teachers indicated that what the German program itself offers is a major selling point. Most
important is a GAPP exchange—in many schools, German is the only language with an
exchange program, and this is a major draw. Events and activities that German classes or
14
Promoting German effectively
clubs organize were reported as good ways to generate awareness
of the program. Examples of successful events included schoolwide Oktoberfest parties, competitions, musical and theatrical
performances, movie nights, etc. These events also create good
occasions to hand out promotional items such as buttons, t-shirts,
stickers, postcards, and candy marketing German.
Having fun
All three respondent groups cite “having fun/fun teacher or
program” as a reason to start or continue German. While certainly
not the most intellectual or academic reason, it reminds us that
engaging students on an emotional level, providing high quality,
varied instruction connected to the real world, and sharing our
passion about another culture is what makes the study of language
qualitatively different from other academic subjects.
Promoting German
The general consensus among teachers was that efforts to increase the number of students learning German
are most effective when directed at students, school administrators, and guidance counselors. Outreach to
parents and state administrators were perceived as valuable but more difficult to undertake. However,
parents were listed by all respondents as having the most influence over what language students learn. It is
particularly important to reach out to parents and inform them about language options.
For most of the teachers, promoting German during information sessions or sample classes at middle
schools was fairly common; many were also able to offer more extensive exploratory courses (3-6 week mini
-terms) in feeder middle school. If information sessions are not organized or allowed by the middle school, a
high school German teacher may be able to make arrangements with colleagues teaching 8th grade English
or other subjects and ask if they can speak to their class for 10-20 minutes about learning German. It is also
advisable to reach out to teachers who teach leadership or gifted classes.
Teachers made several recommendations for useful activities and strategies for an information session or a sample class:
 presenting cognates and show that German is similar to English and not as hard as it is believed to be;
 putting on a skit or play performed by current German students, with simple dialogue and using cognates, so the prospective
students feel like they can already understand spoken German;
 playing contemporary pop music, showing a German music video where there’s a background story to explore, or learning simple
children’s songs;
 applying TPRS storytelling technique and acting out silly stories;
 bringing along current German students to show how much progress one can make in a year or two and by having them talk about
how much fun class is;
 getting GAPP students involved, since seeing “real Germans” and the prospect of participating in exchange themselves are very
appealing to students;
 inviting former students, who have gone on to college and continued to study German there, to talk about the usefulness of German
for college admission or in academic life;
 inviting parents working in German companies to speak about career opportunities that involve German;
 taking advantage of the Goethe-Institut “German for Hire” program by inviting a German student studying in the US to your school
for a day;
 giving a handout for parents highlighting the strengths and fun aspects of your own German program and listing benefits of learning
German, focusing on college admission advantages, study abroad possibilities, and funding opportunities (or, if possible, collecting
parent e-mails to contact them personally later).
15
Reaching decision-makers
Open houses, assemblies, language fairs, parents evenings in high school are venues that can
be used most effectively to persuade current students to stay enrolled in German or to begin
the study of German in their junior or senior year. In addition, back-to-school nights present a
good opportunity to strengthen support from parents and attract younger siblings to German.
Most teachers agreed that word gets around about strong programs and fun teachers,
particularly if a German program offers more than other language options – GAPP exchange,
summer trips, language competitions, award ceremonies, active German club, German movie
nights, Oktoberfest celebrations, etc. Strategies for getting the word out include decorating
the hallway outside the German classroom, giving students who convince someone else to
take German next semester a special prize; collecting video testimonials from students and
posting them on the program’s website or showing them at open house. Publicizing German program activities by providing press
releases to local media, submitting articles for school and community newsletters, and peaking at school board and community
organization meetings were seen as very effective ways to generate a buzz around the German program.
Developing relationships with decision-makers and influencers
One strong theme that emerged is importance of constantly keeping the German
teacher and program on people’s radar. It is crucial not to wait until the program is in
trouble to build support. School principals and superintendents were seen as key
decision in preserving or expanding a German program. They need to be educated as
to why learning German makes economic sense for students personally as well as for
the community at large. It is necessary to help them understand how having a German
program is in the best interest of students. Arm the principal with talking points about
the program and specific arguments for offering German at the school so that the
principal can approach the school board and better advocate for German. Another
effective strategy is to show school administrators that there are people outside the
school district that are interested in supporting the German program. These supporters
include your regional German Language Advisor, German faculty at colleges/universities, members of the business community,
representatives from partner or sister city projects, honorary consul from DACHL countries, etc. Keep in mind that the turnover among
superintendents and principals is quite high, which means that the outreach and advocacy efforts
are never a one-time endeavor but must repeated and ongoing.
High school guidance counselors also emerged as an extremely important influential group as they
often have direct access to middle school students. Counselors in particular benefit from
information regarding the numerous scholarships, study abroad opportunities, as well as Germany’s
economic strength and the potential for international careers for student with proficiency in
German. High school counselors need to also understand that German is not necessarily more
difficult than Spanish and that it’s never too late to start German – even just 1-2 years of a language
looks good on college applications.
Relationship building with administrators, middle school colleagues and counselors typically means
more than just leaving a brochure on someone’s desk. It means inviting colleagues (maybe for
Kaffee und Kuchen) to communicate news and share ideas; attending school board meetings; inviting
guidance counselors or school leadership into the classroom to see that German is easier to learn
than they think, connects with other subject areas, supports the Common Core—and fun!
— Olga Liamkina
Coordinator of Mentor Network, Goethe-Institut New York
16
German Language Advocacy Webinar Series
Just Add German invites teachers of German to free Goethe-Institut webinars to
learn strategies for promoting your language program, network, and hear advice
from experienced educators. The webinars in the Boost your German Program
Series present general advocacy strategies and introduce Goethe-Institut
promotional materials; they also focus on specific components of advocacy work,
such as creating an elevator pitch or devising strategies to reach a specific target
audience. The webinars in the Guest Speaker Series each feature an advocacyrelated topic. You can participate in just one webinar or join them all! Register at
www.justaddgerman.org/webinars.
Title:
Date:
Description:
Why Students Do (or Don't!) Take German and How to Reach Them
Wednesday, May 21, 2014, 6:00–6:40 pm EDT
The Goethe-Institut will present results from a survey conducted in early 2014 with over 300 German language
students, parents, and German language teachers. Topics covered include why students choose to learn German, when
and how they decide, what expectations parents have, and opportunities or challenges that German language teachers
face in promoting their classes. Then we will share strategies and advocacy tools to support promotion of your German
program, including selected projects and materials such as the Just Add German Teacher Kits. Followed by Q&A.
Title:
Date:
Presenter:
Description:
It's Our Time: How to Position German Language Instruction for the Global Economy
Wednesday, May 14, 2014, 6:00–6:40 pm EDT
Jon Valentine, Director of Foreign Languages, Gwinnett County Public Schools, GA
More than ever, students and parents understand that advanced-level proficiency in a foreign
language is a key competitive advantage for the college and career marketplaces of our increasingly global economy.
Learn why studying German, leveraging the support of our partners in German cultural organizations, and reaching out
to human resource departments in German companies across the United States can position German language study as
the fastest route to success in every career. Followed by Q&A.
Title:
Date:
Presenter:
Helping Administrators Listen: Tips for Starting, Sustaining and Growing German Programs
Saturday, June 07, 2014, 4:00–4:40 pm EDT
Sandy Crawford, Housemaster and Administrative Liaison to World Language Department, Lincoln-Sudbury Regional
High School, MA
The presentation will help you understand administrator’s perspective and challenges when it comes to establishing
or retaining a German program at a school. The presenter will share the best approaches and arguments that are
tailored specifically towards school administrators and that most effectively convey the value of offering German
alongside with other languages. Followed by Q&A.
Description:
Internships in the German Parliament
The International Parliamentary Scholarship program is aimed at highly qualified young men and women who
are interested in politics and who wish to play an active role in shaping the democratic future of their country.
The German Bundestag offers young people the opportunity to get to know the German parliamentary system
and political decision-making processes and to gain practical experience of parliamentary work during a 15week work placement with a member of the Bundestag. The program begins March 1 and ends July 31. Winners
are chosen by the German Bundestag’s independent selection panel. Selection interviews are held in the United
States. Requirements: US citizenship; university degree; very good knowledge of German; under the age of 30 at
the start of the scholarship. The scholarship offers: Stipend of 450 euros per month; free accommodation;
insurance and travel expenses. The application deadline is June 30, 2014. More details on the International
Parliamentary Scholarship are available here.
17
AATG’s Professional Partner Program
Visit Germany privately or with students with accommodations that won’t break the bank!
A&O HOTELS and HOSTELS: More than just low-budget accommodation
As a member of AATG, we know how valuable you are at spreading the love of German language and culture to your students. As a
special thank you to AATG teachers, A&O HOTELS and HOSTELS want you to benefit from lots of extra features while staying at one of our
24 locations throughout Germany, Austria, and the Czech Republic.
AATG members* traveling privately can benefit from the same features as group
leaders traveling with students: free pre-paid cell phone (German number and
German rates) for you to use during the trip, including all A&O Hotel Managers’
direct telephone numbers; free use of the teachers’ lounge, with non-alcoholic
drinks provided, as well as computers with free internet, fax, printing, and local
phone calls; free In-room Wi-Fi; free late check-out (a €6,50 value); free nonalcoholic beverages throughout your stay; a VIP voucher upon check-in for one
drink in our Sky or Lobby bar; and 24 hour emergency concierge service, should
you encounter any unfortunate events during your travels (contact any A&O
manager or the U.S. Representative for details; emails below).
The Berlin-based hostel chain successfully combines 2 star hotel standards with low-budget
hostel sections under one roof. Ideal for small and large groups alike! A&O also caters for
dinners, barbecues, and lunch packs. As a group of 10 or more, a healthy and varied “allyou-can-eat” European breakfast is already included in group pricing, and conference
rooms are free to use! Our friendly multi-lingual staff will also happily assist you in booking
tickets for cultural events and sightseeing excursions.
TO CELEBRATE OUR WEIMAR LOCATION (opening July 1, 2014),
book by May 31st for a stay in this lovely city any time in 2014
and receive an additional 5% off your accommodations, over and above
any other promotions! Please use the code WEIMAY14 when booking.
We look forward to seeing you soon in one of our 24 locations throughout Germany, Austria,
and the Czech Republic. Look for more openings in other parts of Europe in the near future!
*Log on to AATG and download your membership card for verification of membership upon check-in.
Booking: [email protected]
Web: www.aohostels.com
US Representative: [email protected]
18
Honor Societies for Students of German
Recognize student achievement and raise awareness for your German program!
There’s no better way to promote a German program than by honoring student achievement. With honor societies
designed for students in middle schools/junior highs, high schools, and community colleges, AATG has made
honoring the best easy.
Delta Epsilon Phi is a National Honor Society for students of German in public or
private high schools.
Junior Delta Epsilon Phi is a National Junior Honor Society for students of German in
public or private middle or junior high schools.
Epsilon Phi Delta is a National Honor Society for students of German in community
colleges.
Membership certificates printed with student name and chapter affiliation are available for each of these honor
societies. Other popular items are honor cords, graduation tassels, diploma seals, pins, patches, and membership
cards.
Learn more about the German National Honor Societies at www.aatg.org.
Delta Epsilon Phi T-Shirt
Students can proudly show they are members of Delta Epsilon Phi with
our T-shirt. The schwarz-rot-gold ΔΕΦ logo on a gray t-shirt will make a
statement on campus and get students the recognition they deserve. 100%
cotton Beefy T. Available in Small, Medium, Large, and X-Large. $15.00
Order these and other German National Honor Society
materials online at www.aatg.org!
19
AATG Professional Partner
Unterrichten Sie Deutsch mit Hip-Hop!
Haben Sie Lust, Ihren Deutschunterricht einmal völlig neu aufzuziehen? Dann haben wir genau das Richtige für
Sie: Die Hip-Hop-Band EINSHOCH6 und die Deutsche Welle gehen mit dem gemeinsamen Deutschlernprojekt
"Bandtagebuch" auf Tour. Von Kiew über Mailand und Pristina bis Kapstadt konnten sich bereits mehrere
Tausend Schüler und Lehrer live davon überzeugen, wie viel Spaß Deutschlernen mit Musik macht. Informieren
Sie sich und buchen Sie individuelle Workshops und Konzerte in Ihrer Region!
Die Workshops werden von den Musikern geleitet und durch erfahrene DaF-Experten der DW begleitet. In
entspannter Atmosphäre schreiben und performen die Schüler eigene Texte auf Deutsch. Lehrer erfahren, wie
sie selbst erfolgreich mit Musik im Deutschunterricht arbeiten können. So wird Deutschlernen zu einem
aufregenden Erlebnis, das alle Sinne anspricht! Bei Interesse schreiben Sie uns einfach eine E-Mail an
[email protected]. Nähere Infos zum Angebot finden Sie hier.
Wir freuen uns auf die Zusammenarbeit mit Ihnen!
Das Bandtagebuch mit EINSHOCH6 – jeden Dienstag eine neue Folge auf
www.dw.de/bandtagebuch!
20
Professional Development
Participate in AP German professional development this summer!
The AATG in collaboration with the College Board’s Advanced Placement Program® is offering
financial assistance in the amount of up to $500.00 for AATG members to participate in an AP®
German Language and Culture summer institute or workshop. This professional development opportunity is funded
through a generous gift from an AATG member.
In these College Board workshops and summer institutes, participants will engage in a professional exchange of ideas
surrounding the revised AP German Language and Culture course. Participants will examine components of the AP
Curriculum Framework including learning objectives, descriptions of expected student performance and themes. They will
discuss instructional design for the course that integrates cultural content into language lessons and connects the modes
of communication in meaningful ways. Participants will review various types of authentic audio and print texts to be used
as stimulus materials for the revised AP German Language and Culture exam and examine sample questions for multiple
choice and free response sections of the exam.
Applicants may select from a wide variety of summer institutes and workshops available this summer. To qualify you must
be a member of AATG and currently teach German in a secondary school.
Deadline for application is May 15, 2014. No late applications will be accepted. Stipend recipients must pay registration
fees and will be reimbursed up to $500.00 upon successful completion of the workshop and submission of a report of the
impact of the professional development experience on their teaching. Go to www.aatg.org for more information.
2014 AATG/ACTFL Convention
Join us in San Antonio in November for the AATG
Annual Meeting, held in conjunction with the ACTFL
Annual Convention and World Languages Expo!
With 70 AATG sessions on a wide variety of topics
among the over 600 sessions at the conference, you'll
find many ways to enhance your skills. Visit the exhibit
hall to see the latest materials and instructional
technology, and meet and network with new
colleagues and old friends.
AATG members can take advantage of the earlybird
registration rate of $200 by registering before July 9th.
Make your plans now!
Registration and Housing: www.actfl.org
21
Neues von der Zentralstelle für das Auslandsschulwesen (ZfA)
Workshop mit den “Krautpleasers”
Neu im ZfA-Team
in den USA
Musik im Deutschunterricht – eine geeignete Möglichkeit
den Unterricht abwechslungsreich, authentisch und
motivierend zu gestalten.
Eine Kostprobe erhielten Deutschlerner der Villa Park High
School, CA als die deutsche a-Capella Band „MAYBEBOP“
Die Krautpleaser
im Januar zu Gast war. Am Vormittag scherzten,
beatboxten, groovten und sangen Sebastian, Jan, Lukas und Oliver, Gewinner des
a-Capella Grammys 2013 in den Kategorien "Best European Album" und "Best
Electronic/ Experimental Song", mit den 10., 11. und 12. Klassen.
Das begeisterte Publikum
Am Nachmittag stellte die Band in ihrem
einstündigen Konzert deutsche und
englische Stücke vor und verblüffte die
Zuschauer mit ihrer Professionalität und
ihrem Talent, ohne Instrumente, nur mit
ihren eigenen Stimmen humorvolle,
traditionelle und kritische Songs zu
präsentieren. Der einstimmige Kommentar
der Schüler nach dem Konzert: Deutsch ist
super!
— Julia Ibold, BDU Los Angeles, CA
Fortbildung
Natascha Milde
Wohnort
Bellevue, WA
Betreuter Bereich
Alaska, Idaho, Montana, Oregon,
Washington, Wyoming
Berufliche Stationen
„Reden ist Silber, Schweigen ist Gold“ — Diese geflügelten Worte
mögen durchaus ihre Berechtigung in manchen Bereichen des
Lebens haben, ganz sicher aber nicht im Sprachlernunterricht!
© Scanrail
Ende Februar 2014 haben die Beraterinnen für den Deutschunterricht, Anka
Fehling (BDU Chicago) und Irene Mrázek (BDU Denver), in den Räumlichkeiten des
Schulhauses Denver die Regionale Fortbildung „Hören – Verstehen – Sprechen:
Kognitiv aktivierende Lernangebote im Kompetenzbereich Sprechen“ durchgeführt.
Den Beraterinnen war daran gelegen, den Lehrkräften alltagstaugliche und vielfältig
einsetzbare methodische Verfahren in Form zweier Workshops vorzustellen, ihnen
anzubieten, diese kognitiv aktivierenden Verfahren durch eigenes Erproben
kennenzulernen sowie deren sprechaktivierende Potenziale im Hinblick auf eigene
Lerngruppen auszuloten.
Im Rahmen dieses kommunikativ-funktionalen Lehransatzes ging es mithin um das
Bereitstellen von Lernangeboten, die die Lernenden befähigen sollen, „in
konkreten Situationen angemessen sprachlich und interkulturell handeln zu
können“ (Rahmenplan DaF für das Auslandsschulwesen, Seite 12).
Konsequenterweise gab es bei der Fortbildung in Denver Erprobungsmöglichkeiten
von methodischen Arrangements sowohl für die Kompetenzbereiche von A1 bis C2,
als auch für Deutschlerner vom Vorschul- bis zum Erwachsenenalter.
— Irene Mrázek, BDU Denver, CO
22
 Studium der Anglistik, Romanistik &
Erziehungswissenschaften an der
Universität Hamburg
 TV Promotion Manager bei Warner
Bros Hamburg
 Projektleiterin Inszena Consulting
Group Hamburg/Düsseldorf
 Fachleitung Englisch am WolfgangBorchert-Gymnasium Halstenbek
Auslanderfahrung
 Lehrassistentin in Tours, Frankreich
Kontakt
[email protected]
[email protected]
Neues von der Zentralstelle für das Auslandsschulwesen (ZfA)
140 Jahre Deutsche Sonnabendschule Boston – ein Blick in den Spiegel
Diesen Monat begeht die Deutsche Sonnabendschule Boston ihren 140. Geburtstag. Damit gehört die Schule zu den ältesten
Einrichtungen ihrer Art. 140 Jahre freiwilliges Engagement, erfolgreiche Arbeit mit Kindern und Pflege deutscher Sprache und Kultur
sind Anlass genug, die Schule und ihr Konzept näher vorzustellen. Unsere Gesprächspartnerinnen sind Emily Westhoven, die
Vorsitzende des Schulkomitees, Dr. Heidemarie Tirey, ehemalige Vorsitzende des Schulkomitees und Komiteemitglied der GLSC und
Claudia Bonmassar, Schulleiterin der Deutschen Sonnabendschule Boston .
„Frau Westhoven, Frau Tirey, die Deutsche Sonnabendschule Boston wurde 1874
gegründet. Während des II. Weltkrieges und in den Jahren danach war die Deutsche
Schule geschlossen. 1959 erfolgte die Wiedereröffnung. Welche Schritte
kennzeichnen die Entwicklung der Schule ab diesem Zeitpunkt?“ Seit der
Wiedereröffnung mit 27 Schülern hat die Schule fast kontinuierlich an Nachfrage
und Schülerzahlen gewonnen. Abgesehen von einer "Durststrecke" in den 80er
Jahren, ist die Schule vor allem seit Anfang der 90er Jahre stetig gewachsen: von
120 Schülern im Jahre 1990 auf über 400 Schüler im Jahre 2014. In den ersten 40
Jahren nach der Wiedereröffnung war die Schule in unterschiedlichen Gebäuden
der Boston University untergebracht. Das Jahr 2012 brachte eine einschneidende
Umstellung mit dem Umzug an eine öffentliche Middle School am Stadtrand
Bostons (Lexington).
Aufbau der Schulbibliothek
„Frau Bonmassar, Sie sind seit 2003 Schulleiterin der Deutschen Sonnabendschule Boston. Wie hat sich die Schule in dieser Zeit
verändert?“ Seit 2005 werden an der Schule DSD-Prüfungen durchgeführt. Damals hatten wir 5 DSD I-Prüflinge, dieses Jahr waren es
39 Kandidaten für das DSD I und 7 für das DSD II! Von 5 Stufenleiterinnen werde ich unterstützt und gemeinsam haben wir ein
Curriculum speziell für unsere Schule entwickelt. Unsere Lehrkräfte und ich nehmen regelmäßig an Fortbildungen teil. Das
Engagement, der Enthusiasmus und das Know-how der Lehrkräfte tragen sehr zum Erfolg der Schule bei.
Das Schulgebäude
„Worauf sind Sie besonders stolz?“ Ich finde es besonders schön, dass so viele Schüler und
Schülerinnen viele Jahre lang an der Schule sind, um auf die DSD-Prüfungen hinzuarbeiten,
aber auch um neue Freundschaften zu schließen. Dieses Jahr haben wir einige DSD IIKandidaten, die seit dem Kindergarten an der Schule sind, also seit 13 Jahren, und ihre
Deutschkenntnisse großenteils an der Schule erworben haben. Ich freue mich immer sehr,
wenn ich von ehemaligen Schülern höre, dass sich die vielen Jahre an der Schule gelohnt
haben, sei es dass sie nun als Studenten Deutsch als Nebenfach studieren oder aufgrund
ihrer Deutschkenntnisse eine Stelle bekommen haben etc.
„Was denken Sie, welche Gründe sind ausschlaggebend dafür, dass Eltern ihre Kinder an der DSS Boston anmelden?“ Der Großraum
Boston ist ein attraktiver Standort für Familien mit einem oder beiden Elternteilen aus dem deutschsprachigen Raum. Für viele
dieser Eltern ist es wichtig, ihren Kindern die Zweisprachigkeit zu erhalten oder überhaupt zu ermöglichen. Manche Schüler
erwerben ihre gesamten Deutschkenntnisse nur über unseren Unterricht. Unsere Schule bietet aber nicht nur die sprachlichen und
kulturellen Grundlagen, sondern bettet die Schüler auch in eine besondere Gemeinschaft ein.
„Welche Ziele hat sich die DSS Boston für die nächsten Jahre gesetzt?“ Uns ist es wichtig, dass wir uns immer wieder fragen, wo wir
uns verbessern können, z.B. am Lehrplan weiter zu arbeiten, die Schulgemeinschaft an sich zu stärken und auch in der Verwaltung
die Arbeit so zu professionalisieren, dass nicht nur unsere Schüler eine gute Erfahrung machen und für viele Jahre bei uns bleiben,
sondern auch das Kollegium und die Eltern.
— Anka Fehling, BDU Chicago, IL
Fotos: Helena Goessens Photography`
23
Neues von der Zentralstelle für das Auslandsschulwesen (ZfA)
Bundesverdienstkreuz für Karl Pfeiffer
Karl Pfeiffer, seit Jahren eine feste Größe, wenn es in der Region San Francisco um
deutsche Sprache und Kultur geht, wurde am Dienstag, dem 04.03.2014, von
Generalkonsul Peter Rothen stellvertretend für Bundespräsident Joachim Gauck mit dem
Verdienstkreuz am Bande ausgezeichnet. Der Rahmen dafür hätte mit der Übergabe der
Deutschen Sprachdiplome (DSD) nicht besser gewählt werden können, war es doch Karl
Pfeiffer als Präsident von GASANC (German American School Association of Northern
California), der die Einführung des DSD an den Schulen des Verbandes entscheidend
vorangetrieben hat. In seiner Laudatio hob Generalkonsul Rothen die Leistungen Karl
Pfeiffers hervor: langjähriger Lehrer und schließlich von 2000 bis 2005 Schulleiter der
Karl Pfeiffer
German School of the East Bay, 2005 bis 2013 GASANC-Präsident und nach seinem
Foto: G.Cavallaro
satzungsgemäßen Ausscheiden aus dem Amt des Präsidenten immer noch Schatzmeister des Schulverbandes. Und
dabei war und ist Karl Pfeiffer immer ein geduldiger, freundlicher, äußerst kompetenter und bescheidener
Ansprechpartner in Sachen Deutsch.
In seiner Dankesrede betonte Karl Pfeiffer, dass er den Orden auch stellvertretend für das große Engagement der
vielen Kolleginnen und Kollegen an Samstags- und Teilzeitschulen in Nordkalifornien entgegennehme. Sein Dank galt
seiner Familie, Weggefährten und Freunden, ohne die sein Einsatz für deutsche Sprache und Kultur nicht möglich
gewesen wäre. Assoziationen zu „Bund“, „Verdienst“ und „Kreuz“ leiteten zu den drei Kernbegriffen Liebe, Glaube,
Hoffnung aus dem Korintherbrief über, die Pfeiffer in einen säkular-sprachlichen Zusammenhang stellte: „In unserem
Kontext hier denke ich an die Liebe zur Sprache und zu den Kommunikations- und Gestaltungsmöglichkeiten, die sie
uns bietet, an den Glauben in die Fähigkeiten unserer Schüler, und an die Hoffnung, dass diese Arbeit den Schülern
Chancen eröffnen wird, die wir heute noch gar nicht abschätzen können.“
Besser kann man es nicht sagen: Danke, Karl, und herzlichen Glückwunsch!
In eigener Sache
Es ist soweit: Seit Januar ist die Zentralstelle für
das Auslandsschulwesen mit einem eigenen
Facebook-Auftritt präsent.
Rund um das DSD
Im März 2014 wurden an 65 Schulen in den
USA die schriftlichen Prüfungen zum DSD I
durchgeführt. Bis Anfang Mai 2014 läuft aktuell
der Zeitraum, in dem die mündlichen
Prüfungen abgelegt werden.
Unter www.facebook.com/auslandsschulwesen
gibt es aktuelle Meldungen rund um das
Angebot der ZfA. Eine besonders spannende
Sache: regelmäßige Schulporträts!
24
Neues von der Zentralstelle für das Auslandsschulwesen (ZfA)
„The School to Work Initiative“ bei Whitewater High School in Fayetteville, GA
Die “School to Work Initiative“ ist ein Programm, in dem deutsche Firmen
eine enge Zusammenarbeit mit örtlichen Deutschprogrammen schaffen.
Das Ziel des Programms ist es, eine Partnerschaft zwischen
Deutschprogrammen an High Schools/Colleges und Deutschen Firmen
aufzubauen, in der die Partner einander unterstützen und eng
zusammenarbeiten.
Durch solche Partnerschaften werden beide Partner gestärkt. Die Firmen
bekommen Zugang zu hochbegabten Schülern, die Interesse für die
deutsche Sprache und Kultur zeigen. Sie haben die Möglichkeit, mit den
Die Firmen der „School to Work Initiative“
Schülern zu arbeiten, bevor diese sich für eine Studienrichtung an der
Universität entscheiden. Langfristige Beziehungen zwischen Firmen und Lernenden können für beide Beteiligten
zukunftsweisenden Charakter haben. Firmen brauchen Arbeitnehmer, die bereit sind zu lernen und sich langfristig an
die Firma zu binden. Im Rahmen eines Praktikums lernen sie potentiell geeignete Arbeitnehmer kennen, bevor eine
Personalentscheidung fällt und in eine Ausbildung investiert wird.
Die Lernenden ihrerseits erhalten in renommierten, internationalen
Firmen einen Einblick in die Arbeitswelt. In beruflichen
Zusammenhängen erfahren sie, welche Bedeutung soziale
Kompetenzen und Eigenschaften wie Pünktlichkeit oder Fleiß haben.
Ein Praktikum versetzt Schülerinnen und Schüler in die Lage,
fundierte Entscheidungen für oder gegen einen beruflichen
Werdegang zu fällen.
An der Whitewater High School ist man überzeugt von dem Wert der
Zusammenarbeit mit örtlichen Geschäftspartnern. Die Whitewater
High School lädt alle dazu ein, mit ihr gemeinsam die Idee einer
besseren Kommunikation, Kooperation und Partnerschaft zwischen
Klassenzimmern und Arbeitsplätzen zu entwickeln.
Schüler der Whitewater High School
Foto: Patrick Wallace
—Petra Reuter, BDU Atlanta, GA
Blitzlicht: Internationale
Sommerkurs für Germanistik
Gut verlinkt
Vitamin.de, die Zeitschrift für junge
Deutschlerner, hat auch einen
Internetauftritt: Ergänzend zu
den gedruckten Heften stehen
unter www.vitaminde.de
sowohl mp3-Audiodateien als
auch Arbeitsblätter im pdfFormat zum Download zur
Verfügung.
© Alex White
fotolia.com
An der Universität Jena in Thüringen
findet vom 13.07.-09.08.2014 der
Internationale Sommerkurs für Germanistik statt. Er steht unter
dem Motto „Deutsch verbindet–Lernen und Lehren über
Grenzen hinweg“ und richtet sich an Deutschlehrende und lernende aus der ganzen Welt. Informationen zu Kursinhalten,
Kosten und Organisation finden Sie unter http://www.unijena.de/Internationaler_Sommerkurs.html.
25
Liebe Deutschlehrer/innen,
Lerntipps und Materialien
unsere Werbekampagne Just Add
German läuft inzwischen auf
Hochtouren. Die ersten DeutschlehrerPakete wurden verschickt, Schüler/innen
gewinnen bei den ausgeschriebenen
Wettbewerben wie beispielsweise der
Video Testimonial Challenge tolle Preise und gerade erst
haben Tonbandgerät ihre Konzerttour durch die USA
beendet, die überall enthusiastisch aufgenommen wurde.
Unterrichtsmaterial: Die Europäische Union
Welche Länder gehören zur
Europäischen Union? Warum
wurde sie gegründet? Welche
Vorteile haben die Mitglieder?
Wenn diese Fragen Sie und
Ihre Schüler interessieren,
finden Sie auf pasch-net.de geeignetes Unterrichtsmaterial
für Lernende ab dem Sprachniveau A2/B1.
Wir möchten Sie in diesem Newsletter auf spannende neue
Fort- und Weiterbildungsangebote des Goethe-Instituts
hinweisen.
Darüber hinaus gibt es in diesem Newsletter hilfreiche
Lerntipps und Lernmaterialien zur Europäischen Union,
zum Lernverhalten Jugendlicher und zum Sprachwandel im
Deutschen.
Land und Leute
Wären Sie wohl so freundlich...?
Oft sind es die kleinen Worte wie
„denn“, „eigentlich“ oder
„überhaupt“ die unserem
täglichen Sprachgebrauch eine besondere Färbung geben.
Viele Lehrer halten sie trotzdem meist für überflüssig. Die
Journalistin Janna Degener sieht das ganz anders und
plädiert für die Pflege der sogenannten „Abtönungsartikel“.
Weiterhin alles Gute und viel Spaß mit diesem Newsletter.
Mit besten Grüßen
Dr. Christoph Veldhues
Leiter Spracharbeit Nordamerika
Goethe-Institut New York
Lerntipp des Monats
Empfehlungen für den
Unterricht in der
Sekundarstufe? Über die
Hälfte der Lehrerinnen
und Lehrer empfinden es
als schwierig, Jugendliche
zu unterrichten: Mangelnde Motivation und Disziplin
werden als häufigste Gründe genannt. Gleichzeitig ist die
Adoleszenz jedoch eine Phase, in der das Gehirn besonders
schnell und effektiv lernt. Für zielgruppenorientierten
Unterricht, in dem das besondere Lernverhalten der
Jugendlichen berücksichtigt werden kann, finden Sie hier
eine Menge Hintergründe und Anregungen.
„Deutsch, wohin?“
Das ist in aller Kürze die Fragestellung der
Veranstaltungsreihe Deutsch 3.0, die jetzt in Berlin feierlich
eröffnet wurde. Das Thema Sprache wird nun ein Jahr lang
gründlich beleuchtet werden – in vielen Ländern, aus vielen
Blickwinkeln.
26
Just Add German!
Die Werbekampagne Just Add German zeigt Schüler/innen, warum es eine gute
Entscheidung ist Deutsch zu lernen. Sei es, um die deutsche Kultur und Geschichte/
Gesellschaft näher kennen zu lernen oder um die eigenen Jobperspektiven zu erweitern.
Auf der Just Add German Homepage finden sie Unterrichtsmaterial, Infos über aktuelle
Veranstaltungen, Webinars sowie interessante Videos und Wettbewerbe, bei denen es
tolle Preise zu gewinnen gibt.
Tonbandgerät Konzerttour
Am 28.03.2014 hat die deutsche Popband Tonbandgerät mit einem grandiosen
Abschiedskonzert in Boston ihre Konzerttour durch die USA beendet. Die Band
tourte knapp vier Wochen durchs Land und trat an elf Schulen auf. Ob es nun der
Start am 4. März in Seattle war oder das vorletzte Konzert am 26. März in New
York, überall waren die Schüler/innen außer Rand und Band. Aber auch die Band
hatte riesigen Spaß bei den Konzerten, auf der Bühne aber auch im Gespräch mit
den Schülern/innen.
Wie die Konzerte aufgenommen wurden und wie es der Band gefallen hat, können Sie auf der Just Add German Homepage
nachlesen.
Medien
Multi-Kulti-Deutsch:
Uwe Hinrichs im Gespräch
In seinem Buch „Multi Kulti
Deutsch“ untersucht der Slawist
Uwe Hinrichs, wie stark die
Sprachen der rund 16 Millionen
Migranten in Deutschland die Umgangssprache verändern. Mit
Goethe.de sprach er über den Trend zur Vereinfachung und
über das Deutsch der Zukunft.
Sharing – Teilen ist das neue Haben
Refugees Welcome: Deutsche Dokumentarfilme
zum Thema Flucht und Asyl
Der gemeinschaftliche Konsum findet
immer mehr Freunde. Über
Plattformen teilt man Werkzeuge,
Bücher, Lofts, Essen oder Autos. Das
ist einerseits ein sozialer Gedanke,
andererseits ein großes Geschäft.
In den Medien werden Flüchtlinge häufig zu einer
Bedrohung des Status Quo stilisiert. Einige engagierte
Dokumentarfilme hingegen werfen einen
differenzierteren Blick auf jene Menschen, für die die
Flucht in die Fremde oft die einzige Alternative zu
Marginalisierung, Gewalt oder Tod in der eigenen
Heimat ist.
27
AATG Executive Council
Mohamed Esa, President
McDaniel College, MD
Hal Boland, Vice-President
Heritage High School, VA
Mark Himmelein, Treasurer
University of Mount Union, OH
Eva Russo, Presiding Officer,
Assembly of Chapter Presidents
Washington University, MO
Keith Cothrun, Executive Director
Gisela Hoecherl-Alden, Northeast Region
Boston University
Deborah McGee Mifflin, Central Region
Johns Hopkins University
Doug Philipp, Northwest Region
Cheyenne Mountain High School, CO
Nella Spurlin, Southwest Region
Temple High School, TX
Wiebke Strehl, Southeast Region
University of North Carolina-Asheville
Bobbette Leu-Timmermann, Midwest Region
Assumption High School, WI
Robert Norton, Editor
The German Quarterly
Notre Dame University
Carlee Arnett, Editor
Die Unterrichtspraxis/Teaching German
University of California-Davis
The American Association of Teachers of German supports the teaching of the German language and German-speaking cultures
in elementary, secondary and post-secondary education in the United States. The AATG promotes the study of the Germanspeaking world in all its linguistic, cultural and ethnic diversity and endeavors to prepare students as transnational, transcultural
learners and active, multilingual participants in a globalized world.
With 4,000 members, the AATG serves teachers of German at all levels of instruction and all those interested in the teaching of
German. AATG is an allied organization of the Modern Language Association, a constituent member of the Joint National
Committee for Languages/National Council for Languages and International Studies, the National Federation of Modern Language
Teachers Associations, and an organizational member of the American Council on the Teaching of Foreign Languages, the National
Network for Early Language Learning, and the Internationaler Deutschlehrerverband.
The AATG Newsletter is a publication of the American Association of Teachers of German, Inc. Correspondence and news items
should be sent to the editor at: AATG, 112 Haddontowne Court #104, Cherry Hill, NJ 08034.
Have some good news to
share with your colleagues?
Have a teaching tip that will
benefit others? Has a recent
advocacy effort proven
successful?
Contact us
Keith Cothrun
Executive Director
[email protected]
John Capasso
Membership Coordinator
[email protected]
April Hemphill
Program Coordinator
[email protected]
Pamela Edler
Program Associate
[email protected]
Deborah DiAngelo
Finance Manager
[email protected]
Mercedes Pokorny
Communications Coordinator
[email protected]
Barbara Hartman
Shipping Coordinator
[email protected]
28
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