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.
The Relationship of Teacher-Offered Conditions of Meaning to Behaviors Described by Flanders Interaction Analysis.
' Carl R. Rogers, "The Interpersonal Relationship in the Facilitation of Learning," in Robert R. Leeper (ed.), Humanizing Education: The Person in the Process (Washington, D.C.: Association for Supervision and Curriculum Development, NEA, 1967); pp. 6-7. 2Clark E. Moustakas, The Authentic Teacher: Sensitivity and Awareness in the Classroom (Cambridge, Mass.: Howard A. Doyle Publishing Co., 1966). say, when he can feel some warmth in the relationship, then he feels deep inside that he is valued.
Second Culture Acquisition: Ethnography in the Foreign Language Classroom.
This article reports the findings of a study with university foreign language students, which employed ethnographic interview techniques as a pedagogical tool to promote positive attitudes toward speakers of the language studied. Informed by the theory of culture as process, the National Language Resource Center (LARC)1 at San Diego State University trained elementary-level university Spanish students to conduct ethnographic interviews in preparation for a cross-cultural project that was integrated into the course curriculum and class requirements. Quantitative and qualitative results indicate that the project enhanced student attitudes toward the study of Spanish as well as their understanding of their own culture and the culture of local Spanish speakers. Furthermore, by learning and conducting ethnographic interviews, students practiced formally the life skill of active listening. In addition to providing a review of relevant literature and research findings, this article describes a program for implementing ethnographic interview techniques in the foreign language classroom.