Teaching Business German at Wenzao Ursuline College Teaching Methods and Curriculum
Business German becomes more and more an important part in German language teaching, because language students with a broad knowledge in German are more eager to look for a career in the field of business. Teaching Business German therefore has to be orientated on the practical work in the field of business. In order to achieve this goal new teaching methods have to be introduced. In the first part of this contribution an overview is given over experiential methods in the classroom like role-plays, simulation and project work. The material being used in this course is introduced. The methods are based on a curriculum especially designed for teaching Business German at Wenzao Ursuline College of Languages. In the second part the curriculum for Business German with its underlying objectives and goals are explained and discussed.
Acquiring Cross-Cultural Competence: Four Stages for Students of French
Prepared in response to the growing need for language learning within a cultural context, this detailed report offers teachers structured cultural components for French language programmes from primary to secondary level.
In-services and empty threats: The roles of organizational practices and workplace experiences in shaping U.S. educators' understandings of students' rights.
This paper applies theoretical frameworks from organizational sociology and sociolegal studies to examine factors associated with educators' conceptions of students' rights to due process in disciplinary actions. We analyze a unique representative data set of 402 teachers and 200 administrators in U.S. high schools to investigate how educators understand the rights to due process articulated in the Supreme Court case of Goss v. Lopez (1975). We then examine whether individual characteristics and participation in organizational processes are associated with educators' understandings of students' due process rights. Findings suggest that educators' understandings of students' entitlements to due process vary with educators' level of education, experience of school-related legal threats, and participation in district or diocese in-service training programs on students' rights. Results point to organizational climate as a key factor in shaping educators' rights conceptions and the role of law in American schools.