Global Simulations by Kate Napier

Simulations as a tool/technique for language learning and teaching

What is a simulation?  Generally done online  Interaction between people in many different places  Focused around a particular interest, event or conflict.  Generally done online  Interaction between people in many different places  Focused around a particular interest, event or conflict.

Real World vs. Simulation World  All participants must behave as if simulation were reality (that means you too teachers!)  What happens in outside world cannot effect simulation  Explicit instruction to preserve reality of function  All participants must behave as if simulation were reality (that means you too teachers!)  What happens in outside world cannot effect simulation  Explicit instruction to preserve reality of function

Purpose:  To engage students critically  Introduce task-based collaborations: “facilitate informational learning about aspects of Germans, people of other nationalities living in Germany, and of Germany as a country” (p. 101)  To engage students critically  Introduce task-based collaborations: “facilitate informational learning about aspects of Germans, people of other nationalities living in Germany, and of Germany as a country” (p. 101)

Objectives:  What students will be able to do by the end of the simulation (p. 101)

What are some types of Simulations?  Internet retail company  German Language Film Festival  Arab-Israeli Conflict  Place Out of Time  Museum der deutschen Kultur  Internet retail company  German Language Film Festival  Arab-Israeli Conflict  Place Out of Time  Museum der deutschen Kultur

Museum der deutschen Kultur: 5 Phases  Phase 1: Introduction  Phase 2: e-pal  Phase 3: Imagine entire museum  Phase 4: Create exhibits  Phase 5: Dress rehearsal Class discussion Present  Phase 1: Introduction  Phase 2: e-pal  Phase 3: Imagine entire museum  Phase 4: Create exhibits  Phase 5: Dress rehearsal Class discussion Present

Culture?  Linguistic  Conceptual  Critical  Move from understanding at topical level to descriptive, inclusive and relativistic terms  Culture as a system of meaning and meaning-making (p.104)  Linguistic  Conceptual  Critical  Move from understanding at topical level to descriptive, inclusive and relativistic terms  Culture as a system of meaning and meaning-making (p.104)

Vygotsky’s Interpsychological Plane  All cognitive development takes place first in social interaction  Language learners in interaction engage well in scaffolding  All cognitive development takes place first in social interaction  Language learners in interaction engage well in scaffolding

Success?  It depends on the extend to which students meaningfully engage  Must regard Theory as practice  It depends on the extend to which students meaningfully engage  Must regard Theory as practice