1. Kristin Sass AMLA 612

2.  Language and culture taught in context  Culturally authentic tasks  Elicit authentic response  Get students to communicate effectively  Help students understand others  Help students understand themselves

3.  Cultural Knowings Framework (p. 18) ContentActivitiesOutcomes Knowing About Cultural information Gathering information Cultural knowledge Knowing How Cultural practices Developing skills Cultural behaviors Knowing Why Cultural perspectives Discovering explanations Cultural understanding Knowing Oneself SelfReflectionSelf-awareness

4.  Overcome culture shock  Develop self-awareness (Moran, 2001)  “third place” – construct personal meanings (Kramsch, 1993)  Writing – experiencing new thoughts (Kramsch, 1993)  Learner autonomy, metacognition (Byram 1997)

5.  Key factors in Intercultural Communication  Knowledge  Skills  Attitudes  Critical Cultural Awareness  Purpose of Assessment  Improve Instruction  Accountability  Learning Opportunity

6.  Personality Traits (Peterson, 2004)  Open-mindedness  Flexibility with attitudes and behavior  Ability to adapt  Willingness to change  Cognitive and Affective Development (Byram 1997)

7.  4 days, 20 students  Cultural Immersion  Theme: Wissenschaft und Energie (Science and Energy

9.  Based on Byram’s key factors in ICC  Knowledge – Rank knowledge of:  Skills  Attitudes  Critical Cultural Awareness

10. Pre-Survey MeanPost-Survey Mean Listening7.008.17 Speaking6.857.33 Reading6.007.33 Writing6.107.22 Cultural Knowledge6.057.00

11.  Pre-survey  Culture – What comes to mind? 8 Oktoberfest, 7 Food, 5 Beer, Frau, dresses, old houses, music, singing, dancing, Nazis, war  Post-survey  Culture – What comes to mind? 6 Oktoberfest, 10 Food, 1 Beer, 6 singing, 6 dancing, 5 soccer, 3 friendly people, 2 family, 2 frisbee, 2 language, houses, religions, war, diverse culture

12.  Strongly Agree – 29%  Agree – 41%  Neither Agree nor Disagree – 29%  “I leanred of some of the stuff they do in there free time also most of the dishes they eat for breakfast, lunch, dinnner! Some of the candy they eat! Learing more avout building. Learing kinda about the euros. Learing more about how to ask for things and learned more how you say things in german!”  “We did alot of Germand activities that reflected their culture”  “We really didn't get to learn about the culture, I mean we did but we didn't.”

13.  Strongly Agree – 12%  Agree – 65%  Neither Agree nor Disagree – 24%  “i feel that we need to sing more and eat better and healthier foods. instead of eating chips we should be eating apples and bread. das ist eine gut idea”  “Seeing how Germans are, I see how we live is much different then how they live.”  “I dont really understand this question but it makes me more aware of the difference of the culture”

14.  “I had soo much fun at German camp! Eddy was amazing! If i could live those 3 days over again I would! I had alot of fun singing and dancing to all the songs and the store was really cool. The rooms where really cool to and the whole camp just felt like I was actually in Germany. It was fun to go to breakfast, lunch, and dinner and be able to see little skits that other campers put on. I also enjoyed when Eddy had the disko ball and he accidentally hit himself in the face. The Eco House was really cool. It was cool how they had a window on the ceiling of the teachers floor where students could look down and see them. I hope to go back there again.”  “CONCORDIA LANGUAGE VILLAGE IS AMAZING!!!!!!!!!!!!!!”

15.  Most students did increase their cultural understanding from this weekend  Personality traits as well as cognitive and affective development do play a role  The surveys allowed them to reflect and create knowledge and connections they might not otherwise have made  In the future I will better prepare them on exactly what culture is – some were confused