How to eliminate trash from the German language in order to make it more sophisticated
A few weeks ago, you know, there was like a cool article from that whatchamacallit online thing, where writers, like put down something like 15 words that should, you know, be eliminated from the vocabulary, because they are, like very dailylike and not good for use in college. Do you know wha I’m sayin?
First reaction from the audience: “Mr. Smith, can you please repeat that? I don’t know what you are saying.” (Typical reaction from a dedicated student from Denmark learning English for her job.”
Again: Don’t ya know, there was like an article on taking out stuff from the language, you know, English. It was like we cannot use these words because they are, you know, babylike…..
Second reaction from the audience: Basketball star Elena Delle Donne shakes her head in disbelief and puts on her headset listening to some iTune music, getting mentally prepared for the next WNBA basketball game. Yet at the same time, a hysterical mother of three stands up and says this as a third reaction:
“If you say one more like, I’m gonna pound you! Do you know how many likes you’ve said in a MINUTE?!!”
You can imagine, how many responses came out regarding the article that was posted in the Files’ facebook pages as well as the pages in the circles dealing with Anglo-Saxon and German cultures: in the short paragraph above, identify the words that probably made it to the list made by the newspaper and in the group circles.
While English is becoming more diluted with slangs and other expressions, which is making the language less sophisticated in both the oral and written senses, the German language unfortunately is suffering from a similar fate.
Take a look at the example that a former colleague from a German Hochschule where I taught for two years received from a student of civil engineering via e-mail:
Hi, ich hab mal ne frage zur presentation, wir sollen die ja schon 2 wochen vorher abgeben, was is aber wenn wir später noch was ändern wollen, ich glaub kaum das ich schon 2 wochen vorher die finale version der presentation hab und die 2 wochen lang für gut befinde und nichts mehr dran ändere, auserdem wollt ich wissen wann ich jez eigentlich meine presentation hab jez wies aussieht alles nach hinten verschoben und ich weis nich mehr wann meine dann ist…..
Hi! I have a question regarding my presentation. We should hand it in two weeks beforehand. However, what if we have to change something? We doubt our presentation will be done beforehand. In addition, I would like to know if it is possible to push my presentation date back and if so, when. (This is a shortened translation of the German text, by the way.)
This is from a native speaker of German. Do you trust him constructing the next bridge carrying a German Autobahn? Especially the one being planned at Rendsburg over the Baltic-North Sea Canal in the next two years?
If you are a German academic or an expatriate who has lived in Germany for more than ten years, like I have, you will see the mistakes in less than a second. Sadly, more and more e-mails, papers, documents and even theses are containing words that do not belong in the German language if a person wants to write like Goethe or Schiller- words like: geil, doch, noch, was and –ne, as well as some Denglish words, such as liken, downloaden, fischen, etc. While one could communicate them orally (but please, sparingly), they do not belong on paper.
So what is there to do about the erosion of the German language? It is a surefire fact that we need to eliminate some stuff from the German language in order to make it pure again, just like with the English language. And while Germans have adopted many words from English that can be used, and vice versa, there are some words that just do not belong in the vocabulary, period.
If you were a German teacher, which words would you like to see your pupils NOT use- both orally as well as written? Here are the English words that many people have listed that should be at least capped for use:
Whatever, like, awesome, umm, stuff, thing, honestly, irregardless, would of (instead of would have), actually, viral, addicting, just, maybe, really, very, went, that, literally, and absolutely.
Und du? Welche deutsche Wörter möchtest du zum Verwenden begrenzen, außer was erwähnt wurden? Her mit deiner Liste in the Flensburg Files Comment page, sowie in den anderen Seiten und wir freuen uns auf den Vergleich zwischen den englischen und den deutschen Wörten!
Genre of the Week: America is not the greatest nation on the face of the Earth any more- The Newsroom
This entry looks at not only the genre of the week, but also a Frage für das Forum on the role of the United States as its world superpower. Or is it still?
Since moving to Germany in 1999, one of the hottest small talk topics that I’ve encountered both on the streets as well as in the classroom has been the US. And being an American expatriate from Minnesota, growing up right next to Iowa, I have not been afraid to talk about any issues the people bring up at the table, such as politics, social issues, history, culture, sports and even the people living there. And growing up during the age of Reaganomics, Bushisms and Clintongate, I have seen America from both sides of the spectrum, watching it lead efforts to defeat communism and the former Soviet satellites open the gates to freedom, while at the same time, sow the seeds of terrorism with their lack of efforts in rebuilding Afghanistan, resulting in this day of infamy known as 11 September, 2001.
Yet still, many of us still speak of the glory days that either existed prior to 9/11 or in the eyes of many, still exist but in bits and pieces. I remember when President Obama won the Presidential elections in 2008, during my first year as lecturer of English at the University of Bayreuth, there was that feeling of a divide between those who wanted to cling on to the glory days of American exceptionalism, as demonstrated by George W. Bush, and those who were aware of the problems the US was facing at home and abroad. I can remember my dad’s question of which country was the greatest nation on the face of the Earth in terms of military and economics and his fury when I responded with “China.” I didn’t say that without a good reason, by the way.
And this takes us to this genre of the week and in particular, this video clip from the TV show, “The Newsroom,” produced in 2012. In this scene, we have a forum where the professors are taking questions about America and its role in the world- and this in the thicket of a hefty debate. And while the first two were able to answer the question about America being the land of the free and prosperous, the third one, William McAvoy (played by Jeff Daniels), who always responded with the fact that he was a fan of the New York Jets American football team, he rose to the occasion, tired of all the bickering that was going on around him, and said this about America….
Now if this is not a jaw-dropper, then what is? But it lead me into providing this question for the forum, as we’ve heard a lot about America’s ever-changing role, both on the home front as well as abroad:
How do you perceive America in your eyes today, whether you are an American living abroad or at home, whether you are a German or European, and whether you are a writer, teacher, politician or have another occupation?
Where do we see America going in 20 years?
What are some items that were common in the 80s and 90s that you would like to see again?
If we say that America is still the greatest today because of all our might that we have, how can we prove it?
These are questions that need to be answered as the country is at the crossroads in terms of their policies, societal issues at home and its relations with other countries. If we choose to ignore the problems we have, we choose to ignore ourselves, and with that, we choose to ignore the consequences of our actions.
Think about it.
Flensburg: 23 May, 1945. The war in the European theater was officially over. Hitler and Goebbels, along with many of his followers were dead. After signing the agreement of unconditional surrender of the German armies in northwestern Europe to British Field General Sir Bernard Law Montgomery near Hamburg on May 4th and Nazi Colonel General Alfred Jodl agreed to unconditional surrender to US General Dwight Eisenhower three days later at Rheims (France), millions of Europeans celebrated V-E Day, as Nazi Germany became no more.
Or was it?
On this day, 70 years ago, the last pocket of the Nazi government surrendered to British forces stationed in Flensburg, Germany. Jack Churcher had installed his post in the southern part of the city center at Norderhofendem 1, and British troops had taken control of the northernmost city in Germany. In comparison to other cities, Flensburg sustained minimal damage, and much of the city’s population was well-fed and dressed. They were for the most part aware that the war was coming to an end, and according to historian, Gerhard Paul in an interview with the SHZ Newspaper Group, “It was a matter of time before this absurd came to an end.” With the British troops entering Flensburg, the Nazi era had come to an end.
All except for the suburb of Mürwik, located on the eastern end of the harbor.
There, a small area in the suburb, extending for six kilometers and including the Naval Academy, was still under de facto Nazi control. Admiral Karl Dönitz had assumed power as the German president after Adolf Hitler and Josef Goebbels committed suicide on 30 April- 1 May, 1945. Realizing that the war was lost, he and his remaining government officials fled the oncoming Soviet troops to Flensburg to set up a government there. The goal was to get as many fleeing German troops out of Berlin and out of reach of the Soviet troops and eventually broker terms of surrender to the western allies of the US, Britain and France. Originally they wanted to defend what was left of Nazi Germany, but they lacked the manpower and the ammunition for the efforts. After securing the agreements, it was a matter of time before the enclavement would be revealed, and the rest of the Nazi regime would surrender. Yet how they held out for so long until this date, the 23rd remains a mystery. Yet, as seen in the film produced by Pathé, soldiers of the King’s Shropshire Light Infantry, were in for a surprise when they found out not only how many people were holed up in Mürwik but who held out until the very end:
This leads to two main questions that are worth discussing:
- Why did Dönitz and his government wait for so long until they were discovered by British troops and were arrested? Could they not have surrendered to Churcher?
As Dönitz claimed to have power in Germany, even after the agreements were signed and the war ended, would it not have made sense to declare 23 May as V-E Day and the end of Nazi Germany instead of May 8th?
Perhaps these questions will be speculated for a long time and may never be answered, but for Albert Speer, the architect of Hitler’s who received 20 years of prison time, “Flensburg was considered only the stage for the Third Reich, but nothing more than that.” But why the town of Flensburg, of all the places Dönitz could have chosen? Was it an escape route for him and his people to flee the country through Denmark and the seas? Were there that many people sympathizing with the Third Reich, even though numbers indicate much lower support? Was it because of the navy, the rum, the beer? We may never know….
Today, Flensburg is a thriving city with many multi-cultural aspects. It still has the largest number of Danish people living there, along with many from other countries, even some from the US, Britain and Russia. The Naval Academy is still in business, and the city prides itself with its handball team, rum, beer, and other northern delecacies. But this 70-year old scar still remains, even if the city survived almost entirely unscathed by the war. Time always has a way of healing, yet memories still remain, even on this day, when Dönitz and his men were arrested for their crimes, of holding the city (and in particular, one of the suburbs) hostage despite the war being over, and were brought to justice. This, in my eyes, was the real end of the European theater of World War II, and with that, a chapter in history we must never repeat again, period.
Note: Check out this documentary on the Flensburg Fiasco in German, as reported by SHZ, here. It was the last of the series written on the 70th anniversary of the End of World War II. A guide to earlier articles you find on the SHZ web, here.
This week’s Literature/Genre of the Week takes us back to World War II and many failed attempts to avoid it- in particular, many failed attempts to keep a tyrant from conducting one of (if not the) most heinous crimes against humanities to date. There are a lot of interesting facts that have appeared recently about Adolf Hitler, who ruled Germany from 1933 until his suicide in 1945. This includes the top 10 from a news source in India (see article here.) He was one of the greatest orators of all time, but one who was obsessed with strategies of how to conquer Europe and the rest of the world. He was the most feared in the eyes of many politicians in other countries, who tried to appease him at any cost, pleading with him not to start the war machine at a time when the majority of the world was in the worst economic depression of all time. Many letters were written to him asking him to reconsider.
This included the one written by a peace activitist.
Mohandas Karamchand Gandhi (known throughout the world as Mahatma Gandhi) was a peace activist who first led a movement to ease restrictions the British Empire had imposed on its colonial state, India, but later led a non-violent movement called “Quit India,” demanding Indian independence from the British Commonwealth and rejecting Indian involvement in World War II, both of which were successful. India obtained its independence in 1947 in spite the violence that accompanied it, setting the stage for the break-up of the empire that occurred in Africa and Asia over the course of 35 years. Known as “The Father of India,” a national holiday in India, combined with the international day of non-violence, takes place every year on October 2nd, Gandhi’s birthday.
Gandhi was known for his non-violence movements and his staunch criticism of World War II, arguing against the use of force to put down the regimes of Hitler and Benito Mussolini in Italy, claiming that if so and through self-sacrifice, the death toll would not have been as high as it was. Although this was met with heavy criticism among western nations and the Jewish community, some of the points made were worth considering for World War II was one of the most destructive wars on record, with up to 75% of the cities destroyed and as many German lives being lost as those from the Holocaust This does not include the loss of life among soldiers outside Germany. The war is still considered by many in Germany a delicate topic to discuss because it eventually reshaped Germany and the rest of the European landscape, veering away from empires and tyrannies and embracing the principles of democracy initiated by the United States as the new superpower and its allies when the war ended in 1945.
Yet Gandhi was also aware of the actions of Hitler and attempted to persuade him to change his mind with a letter he wrote to the dictator, explaining the effects of starting the war in Europe. This was what he wrote, as read by Clarke Peters at the BBC Studios in London:
Written in 1939, the letter never arrived in Berlin and subsequentially, World War II started with the German invasion of Poland on 2 September, 1939. It lasted until 7 May, 1945 but not before leaving a scar that will never go away, but will always be remembered for years to come. Gandhi never lived to see a new German democratic state and a socialist state, for he was assasinated on 30 January, 1948. West Germany was created out of the regions occupied by the US, Great Britain and France on 23 May, 1949. The German Democratic Republic (East Germany) was formed on 7 October, 1949. It would be another 41 years until Germany was reunited in 1990. Yet the question still remains: what would have happened, had Gandhi’s letter arrived in Berlin and Hitler had a chance to read it? Would he have reconsidered or would he have ignored it? While history scholars will refute over one claim or another, the answer remains the same: we will never know.
As I was preparing an article on schooling in Germany, I happened to stumble across a question for the forum in a group consisting of American expatriates living in Germany dealing with feeling at home in Germany in comparison to living in the USA. The question was whether the expats regret living in Germany and if so, why. Within an hour of its posting, dozens of responses from members of the group came in, and the results were porous. The majority of respondents were of the opinion if there was a opportunity to return to the US, they would, in a heartbeat!
Now why would so many people want to say that about a country like Germany, which prides itself on its social security and health care network, as well as education, culture, sports, landscapes and the like? Factors, such as difference in mentalities, difficulties making friends, xenophobia bureaucracy, job opportunities and even language barriers were mentioned, as well as missing some of the things that they were used to back home.
In the 15 years that I’ve been living in Germany, I’ve seen the good and bad sides of Germany, some of the latter that would technically scare off people wanting to live in the country, such as the lack of flexibility in the job market (my biggest pet peeve, since I’m an English teacher and blogger), the politicians trying to cut programs that are beneficial to the people, encounters with Skinheads, aggressive drivers and superficial relationships- where you are only friends with your colleagues if you have something to do with a project. But if compared to the US, some of the problems mentioned are also well known over there.
But perhaps the dissatisfaction may have to do with the decline in good relations between Berlin and Washington, which has become imminent thanks to the Spygate scandal earlier this year involving the NSA. Since the activities of the NSA were brought to light, many Americans living abroad have been put at a disadvantage thanks to additional policies by the US to put them more on a leash and Germans have even distanced themselves from the Americans abroad. This includes the latest proposal by the American tax agency IRS, which has triggered many Americans to trade in their US citizenship for one in their country of residency (click here for more details).
Despite all this, the question for the forum has gotten me to ask the forum the following:
- What are some things that you like about Germany that keeps you living there? The same applies to other countries abroad.
- What are some things you miss about the US that you can NOT get abroad?
- What improvements would you like to see in the place you’re living?
- And for those seriously thinking about moving back to the US, what factors would influence your decision about returning home?
In the 15 years living abroad, I still haven’t found anything that would convince me to return home, for there are many things that are keeping me here. Interestingly enough, more people I know are even thinking about moving abroad because Germany has more to offer than what they have at home. To give you a classic example, in a southern Minnesota town with 3,500 inhabitants, I am one of four people who are living here in Germany, two of them happen to be in the same graduating class as I am! After being the only one from the community living in Germany for 15 years, I received company from the other three, who moved to Germany with their families this year. Despite this, we all have our reasons for living here. Yet we have collected our share of experiences both good and bad. Many of them I’ve mentioned here in the Files. More will come in the Files as many themes will come to light that will be talked about.
But seriously, what keeps you here in Germany (or abroad) and what would you like to see changed? Put your thoughts and discussion either in the Comment section or in the Files’ facebook page and let’s get a discussion going on this theme, shall we? After all, many of us have enough experience to share, much of which will appear in the Files soon.
What happens when your teacher is sick and the planned course schedule for that particular day has to be postponed or cancelled? This question may be a no-brainer to some, yet inquiring minds want to know. With the increase in absences because of illness among the teachers due to stress (some resulting from burn-out syndrome) and other viruses that students bring to the classroom on a daily basis, it is important to find out how schools plan ahead so that the students do not fall behind in their classes.
Each school system has its own guidelines with regards to Plan B, regardless of which state or region it is located. In the United States, it is normal to find a substitute teacher taking over classes in case if illness or family emergencies. Substitute teachers are very flexible in a way that they can jump in at any time when they are needed. While some of them bring the knowledge they learned in their education programs at the university to continue teaching- picking up where the absent teacher left off, others elect not to take up the chore and decide either for study hall (meaning students have a chance to catch up on their work in other classes) or other activities. One of the substitute teachers at a junior high school I attended in Minnesota was into reading and therefore, read us many stories during the class period. While she has long since passed, she encouraged others like yours truly to pick up a book from time to time and burn through the pages.
The other plan B can be found in many schools in Germany. If one class is cancelled because of illness or other serious matter, another class takes its place, taught by the teacher. That means if an English class taught by Mrs. Steinkreuz (for example) is cancelled because she had the stomach flu, that class is replaced by another class, such as History with Mr. Hermann, Ethics with Ms. DeJesus or even French by Madame Moiselle. The reason for such a flexible class change is simple: Unlike the US, which runs mostly a strict schedule where courses are taught at a certain time every day and teachers have to keep to the plan, Germany’s schedule, at least on the high school level, resembles that of a college class schedule, where students elect to choose certain classes that fit their schedule. Granted that (foreign) language, history and social studies, and sciences must be in the mix, but a flexible schedule enables the student to work with their studies to ensure they have them completed at their pace, while teachers have a chance to further their planning. Some class replacements may have to do with a teacher having an extended session to watch a film, while others may be in connection with a field trip that was planned. In either case, this flexibility does have some advantages. Yet one notable disadvantage is that a sudden change in scheduling can also put the planning of both the students as well as the teacher out of alignment, which means that some topics planned for the session may have to be either postponed or even cancelled; a disadvantage for the teacher as well as some students that were eager to learn about it.
But it does not mean that schools in Germany do not have substitute teachers. They are usually available to jump in should plan B does not work. It can consist of someone from another school, one working part time in the school system, Referendar (those teaching on a probationary basis for 1-2 years before being hired full time by the state) and the interns doing their Praxissemester (like yours truly did). Sometimes substitute teachers can also have a positive impact in a way that they can keep the schedule in tact as much as possible while allowing the students to complete their work on their topic without missing the beat. But as I noticed from my experience in the Praxissemester, even that combination has its limits, especially when many teachers are absent due to stress-related issues, which will be discussed later when talking about Burn-out Syndrome, and the number of substitutes are limited, both in numbers as well as in knowledge. In the case of the interns, they require a hired staff when teaching a session, to ensure that they are not overrun by the students in class. A concept that is understandable when the intern is 22 years of age (on average) and does not know if the profession is the right one.
Keeping the pros and cons of substitute teaching and replacement sessions in mind, let’s ask the Forum about this topic:
- In your school, how does it work when a teacher is absent due to illness or other emergencies? Do you provide a substitute, replace a session with one from another subject or do something totally different?
- How have you dealt with teachers who are absent for longer periods of time due to illness, etc. (say more than 1 week)?
- If you had a choice between providing a substitute, replacing a session or both, which option would you choose and why?
Place your comments here or in the Files’ facebook page and share some information on how you deal with absenteeism among teachers. Sometimes your suggestions and ideas will help others in the long term. As we will eventually talk about Burn-Out Syndrome in the series, the profession can be a highly demanding job that requires teachers with nerves of steel to do the job. However even the teachers have their limits, even yours truly.
This entry starts off with a quote to keep in mind: Life is one long tunnel with uncertainty awaiting you. Run as far as you can go and you will be rewarded for your efforts.
The key to success is to have a permanent support group that is there for you whenever you need them. For children, the support group consists of family, such as parents, grandparents and siblings, but also your distant relatives. Yet suppose that is nonexistent?
Divorces have become just as popular a trend as marriage, for in the United States, an average of 3.6 couples out of 1000 people divorce every year, eclipsing the trend of 3.4 couples tying the knot out of 1000. This trend has existed since 2008, despite the parallel decrease of both rates since 2006. In Germany, 49% of married couples split up after a certain time, which is four percentage points less than its American counterpart, but five percentage points higher than the average in the European Union. Reasons for couples splitting up much sooner have been tied to career chances, lack of future planning, the wish for no children, and in the end, irreconcilable differences.
While the strive for individuality is becoming more and more common in today’s society, the effects of a divorce can especially be felt on the children. In Germany alone, more than 100,000 children are affected by a divorce every year with 1.3 million of them living with only one parent. The psychological effects of a divorce on a child is enormous. They lose their sense of security when one parent has to leave and may never be seen again. In addition, families and circle of friends split up, thus losing contact with them. Sometimes children are the center of many legal battles between divorced parents which can result in intervention on the legal level. They feel isolated and sometimes engage in risky and sometimes destructive behavior, especially later on in life. When one parent remarries, it can be difficult to adjust to the new partner, even if that person has children from a previous relationship.
In school, children have a sense of difficulty in handling homework and other tasks and therefore, their performance decreases. Furthermore, they can become more unfocused and agitated towards other people, including the teacher- sometimes even aggressive. Depression, anxiety and indifference follows. Surprisingly though, adolescents are more likely to process the affects of a divorce better than children ages 10 and younger. Yet without a sense of hominess and love, children of divorced parents feel like running through a long tunnel of uncertainty, with no end in sight, as seen in this picture above.
During my time at the Gymnasium, I encountered an example of a student, whose parents divorced a year earlier. He was a sixth grader with potential, yet after the parents split up, his performance, interest in the subjects and attitude towards others decreased dramatically, causing concern among his teachers. While I had a chance to work with him while team-teaching English with a colleague who is in charge of the 6th grade group, one of things that came to mind is how schools deal with students of divorced parents.
In the US, intervention is found on three different level, beginning with school counselors and peer groups on the local, psychologists on the secondary level, who help both parents and children affected by the divorce, and the tertiary level, which involves forms of law enforcement, should the situation get out of hand. In Germany however, according to sources, no such intervention exists, leaving the parents on their own to contend with the effects of the divorce, and teachers (many with little or no experience) to deal with the behavior of the students, most of which is that of a “one size fits all” approach, which is not a very effective approach when dealing with special cases like this one. Reason for the lack of intervention is the lack of personnel, cooperation and funding for such programs, with areas in the eastern half being the hardest hit. However such programs, like teacher and counselor training, peer programs for students and divorced parents, team teaching and even 1-1 tutoring can be effective in helping these children go through the processes and get their lives back in order, getting them used to the new situation without having their studies and social life be hindered. Without them, it is up to the teacher to help them as much as possible. Yet, as I saw and even experienced first-hand, teachers are not the wonder drug that works wonders on everybody. Their job is to present new things for students to learn and to help them learn and succeed. Therefore additional help to deal with special cases like this one are needed to alleviate the pressure on the teacher and the students.
This leads to the following questions for the forum concerning children of divorced parents and intervention:
1. Which school (either in the US or Europe) has a good intervention program that helps children affected by family tragedies and other events, and how does that work in comparison to the existing programs in the US?
2. Have you dealt with children of divorced parents in school? If so, how did you handle them and their parents?
3. Should schools have such an intervention program to help children like these? If so, how should it be structured? Who should take responsibility for which areas? What kind of training should teachers and counselors have?
Feel free to comment one or all of the questions in the Comment section or in the Files’ facebook pages.
I would like to end my column with the conclusion of my intervention with my patient. When I and my colleague team-taught, we did it in a way that one of us worked with him, while the other helped the others in the group. Being a group of 23 sixth graders who had English right after lunch, it was a chore and a half, but one that reaped an enormous reward when I left at the conclusion of my practical training. That was- apart from a standing ovation- a handshake from my student with a big thanks for helping him improve on his English. Sometimes a little push combined with some individual help can go a long way, yet if there was a word of advice to give him, it would be one I got from a group of passengers whom I traveled with to Flensburg a few years ago:
Things always go upwards after hitting rock bottom.
In the end, after reaching the light at the end of the tunnel, one will see relief and normalcy just like it was before such an event. It is better to look forward than looking back and regretting the past.
Here are some useful links about children and divorced parents in both languages that can be useful for you, in addition to what I wrote in this entry. Two of them was courtesy of one of the professors who had dealt with this topic before and was very helpful in providing some ideas and suggestions on how to deal with cases like this. To him I give my sincere thanks. Links:
It will not be long before the next school year starts in Germany, for after two months off, many states are starting their school year on August 31st; in states, such as Bavaria, they are starting even later. Parents have already begun to prepare for the Einführungsfeiern (The Induction into elementary school) for the incoming first graders, scheduled for the 30th of August (in most states), which is as sacred as Christmas Day. But that is a different story to be told at another time.
In the United States however, school has already started in most states, such as Minnesota, where I grew up being acquainted with the state’s school system and culture. This start of the school year is the first time the US is starting its school year much earlier than its European counterpart, and it is raising some questions about its effectiveness, for this early start is having a huge impact on other aspects that are typical of a summer break but are being threatened.
How and why might you ask?
Well, turning the clocks back 20 years, we see a different environment. 1994, right before becoming junior in high school in the US, we started our summer break at the beginning of June and ended it on Labor Day. Three months’ time we had, where we could travel the world to see our relatives, work a summer job to earn money for a car, participate in a summer camp, help with the crops, prepare the animals and the like for the county and state fair competitions, and just relax on the beach or on the water. Summer time was a time to meet with friends, become acquainted with new ones, experiment with love with an innocent girl or even cruise around in the car with the music cranked up to the maximum, waking the neighborhood. It was the time when we needed some down time before we went up a level- whether it was the next grade or college. My summer was a spectacular one, as it featured fund-raising for new music uniforms for choir, golfing with friends, cruising around with bass music, and competing in the talent show, where we won on the county level but was levelled in the semi-finals at the state fair. There is no way we can say this if we fast forward to the present.
There are probably some arguments favoring such an early start, such as stockpiling snow days so that we can use them or preparing for aptitude tests in April to compare ourselves with the European and Asian counterparts. Yet when looking at those arguments, I can counter them with the fact that we too had snow days but did not have to make up for them at any cost. And those aptitude tests to determine who is weak in math, reading and writing- studies show that they are hindering the development and own creativity of the individual. A very useful DVD entitled “Alphabet” by Erwin Wagenhofer, shows how streamlining education and enforcing the ideas onto even children have led to an increased rate in suicide, especially in Asia, where children start learning math and economics at the age of three. While such tests, like the PISA are important to determine where we are in the world, the curriculum and the planning should not evolve around it directly. Otherwise we will have more children left behind than 20 years ago.
These early starts will indeed have a tremendous impact on the traditional past-times that we have been used to for ages. The hardest hit will be the county and state fairs, for these events, which last 1-2 weeks on the county level and 2-3 on the state level and feature a display of prized animals and products as well as concerts, will see a substantial decrease in the number of visitors. This will force organizers to consider moving them up a month, which will put pressure on farmers and their families to have them prepared for exhibit by the Fourth of July. Other events that usually happen in August, such as the Rennaissance Festival near the Twin Cities, as well as sporting events, like baseball and softball will also take a hit regarding the loss of attendants and even participants. And lastly, for the students and the teachers, early starts mean less time to recuperate from the stressful school year behind them and especially for teachers, it means less time to upgrade their curriculum and plan for the upcoming school year. Even though most schools rely on text books, with the advancement of technology, many teachers need time to work with them and integrate them into their planning- and this in addition to their own creative brewing of activities useful for their classes.
And for what? The use of snow days AND for preparing for tests that will determine who is “dumb” and who is not?
If there are some ideas on how to deal with the two, speaking from a teacher’s point of view, my advice is to scrap the idea of early starts. Many schools in Germany have 8-11 week summer breaks which cover all of July and August. In Finnland, summer breaks are for 11 weeks from the end of May to the middle of August. Yet this is the same country that stresses individual development over tests and flexibility over stockpiling snow days. Figure in the week breaks both countries have, and they are equivalent to the 12-13 weeks the US has off. While it would be possible to start break in mid-June, which would cover the entire time in July and August, the bottom line is that many of us cannot envision August not being the time for summer break, especially as summer reaches its peak in terms of hot weather, and most of the activities occur during that time.
So my word of advice to the school administrators in the US: look at what your European counterparts are doing for their children and look at what you are doing to your children. Scrap your obsessions of the aptitude tests and look at the individual development of the children. Look at your schedule and how it is impacting events outside the walls of the school building. And scrap the early start and reintroduce the school year starting after Labor Day. Americans have been so used to this tradition and it does have more benefits than drawbacks, especially as far as the children are concerned….
This class is the first of many in the series on topics that should be taught in US schools from the point of view of the teacher observing classes at a German school. The first topic deals with Geography.
OK fellow Americans (and especially fellow Iowans and Minnesotans), before we get started with the subject of classes that should be taught, here are a few questions that you should try and answer.
1. Peaches are an important commodity in Egypt. True or False? If false, what crops grow there?
2. __________, ____________, ____________, ______________and ___________ are the minerals that can be found in Minnesota. Of which, _______________ is still being mined there in the ___________________ Iron Range
3. What is the capital of Palau? aPonce b. Melekeok c. Koror d. Kauai e. Kuala Lumpur
4. Honey is produced in Canada. True or False? If false, what is produced there?
T/F False: ____________________________
5. Which country has the highest crime rate in the world? Why?
a. Mexico b. Germany c. USA d. Russia e. China f. Poland
6. Which province in the Ukraine joined the Russian Federation earlier this year and which ones want to join?
a.: __________________; b.: ______________________________________________
7. The Rust Belt, consisting of the states of O___________,W___________V _____________, P____________________, and I______________ and the cities of I______________, P__________________,P _____________________,C ________________,C _____________ received its name because of what industry that existed between 1860 and ca. 1970?
a. Steel b. Tobacco c. Iron d. corn e. wood f. both a&c
8. Rice is grown in Iowa. True or False? If false, which US state grows rice? T/F, If false, ________________________________
9. Which Eastern European Countries became part of the Warsaw Pact in 1955? Hint: there are seven countries not counting Yugoslavia?
10. Catholicism is the predominant religion in which German states?
11. Albert Lea, Minnesota was named after an explorer who founded the region. True or False? T/F
Do not look up the answers, but try and guess at them, either on your own or in the Comment section. The answers will be provided in a different article. Yet if you cannot answer any of the questions, then chances are you should have either visited or paid attention in Geography. Geography is part of the curriculum in the German classroom, yet it is one of core classes that is often ignored in the classroom in other countries, or are included as a tiny fraction of the curriculum of social studies, together with history, politics, and independent living. Yet one goes by the assumption that Geography is about maps, countries and capitals. In Germany, it goes much deeper than that, as I observed in the classroom during the Praxissemester. This is what a person can expect from a Geography class:
Using a student’s guide, in this case, Diercke’s Geography book, whose volumes consists of regions, the class has an opportunity to focus on a country and its profile based on the following aspects: landscape, population, industry/economy, resources, geology, culture, societal issues, environmental issues, places of interest, and politics (governmental system and its function and flaws). Each aspect has its own set of vocabulary words pupils need to learn, both in German as well as in English. Each one has its own graphs and diagrams, as well as certain skills pupils are expected to learn, such as presenting an aspect, analysis, comparisons of certain aspects, as well as research and presenting facts, just to name a few. While some of these skills can be taught in other subjects, such as foreign languages as and natural and social science classes, the advantages of geography are numerous. Apart from knowing the vocabulary and the places, pupils are supposed to be prepared to know about the regions, for they can be useful for travel, any projects involving these countries, and cultural encounters with people from these countries profiled in the classroom.
Keeping this in mind, let’s look at the example of the session I sat in, with Japan. Some of us have some knowledge about the country, apart from the Fukushima Triple Disaster of 2011 (Earthquake, Tsunami and Nuclear Meltdown) that the Japanese have been recovering from ever since. And for some of the older generations, Japan was the champion in the electronics industry in the 1970s and 80s, mastering the Americans and Europeans before the economy took a double nosedive in the 1990s and in the mid-2000s. Yet in the session, pupils became acquainted with the Japanese industry and its ironic environmental policies, looking at the competition of the automobile industry between the Japanese and the Americans in the form of presenting a comparison and a profile of each of the automobile companies in Japan. In addition, a discussion of Japan’s secret problem of environmental pollution was presented, using the facts from Diercke and some additional materials deemed useful for the discussion. With 127 million inhabitants on a small island, whose topography comprises of 80% mountains and 20% flatlands, it is really no surprise that the country has suffered from its overpopulation, yet the topic was brand new to the students, even though it was covered previously when discussing about China, Japan’s archrival.
The class is required in the Gymnasium, yet the curriculum varies from state to state. In Thuringia, it is one year with one region, beginning with Europe. The American aspect is usually covered in the 11th grade and, pending on the Gymnasium, some aspects are offered in English, with the goal of getting the pupils acquainted with the English vocabulary. While English has become the lingua franca and is used everywhere, one could consider adding Spanish, French, and a couple Asian languages (in vocabulary terms) into the curriculum as much of the world also have countries that have at least one of the above-mentioned languages, including Latin America and Spain, where Spanish is predominant. This way, pupils have an opportunity to be acquainted with terms rarely seen in the primary language unless translated, which loses its meaning.
This leads to the question of why geography is not offered either solely in American schools, or maybe they are being offered but only rarely. Speaking from personal experience, many schools have different sets of curriculum where Geography is placed at the bottom of the food chain, especially with regards to it being integrated into social studies. And its focus: Only North America and in particular, the United States, where the country’s history, social aspects and political systems are discussed. Current events and presenting them in writing and orally are found in these social studies classes, thus encouraging pupils to research and present their topics, yet most of the events are found in the US and Europe, and there is rarely any mentioning of countries outside the regions. Some schools had the opportunity to be hooked up to Channel One, where news stories were presented for 20 minutes in the morning, during its heyday in the 1990s. Yet too many commercials and controversies have prompted many schools to protest or even break ties with the network, even though it still exists today after a decade of changing hands. By introducing a year or two of Geography at least on the high school level, plus tea spoons on the lower level, it will enable pupils in American schools to be acquainted with the rest of the world and the key areas that are worth knowing about. It will save the embarrassment of not knowing some places outside the US, as I witnessed in a pair of stories worth noting:
1. A professor of political science at a college in Minnesota draws a map of Europe, placing the Czech Republic above Poland and Hungary in the area where Austria was located- in front of a pair of foreign exchange students from Germany who were grinning in the process. Of course this was the same professor who chose Munich and Berchtesgaden over Berlin and Interlaken over Geneva and Berne for a month-long seminar tour on Public Policy, where every capital of Europe was visited except for Austria, Poland, the Iberia region and Benelux. But that’s a side note in itself.
2. My best friend and his (now ex-) girlfriend meet me and my fiancée (now wife) at that time at a restaurant, where she boasted about going to Europe for a music concert. Yet when asked where exactly (which country and city), she could not answer that question- only proudly responded with “But we’re going to Europe!”
3. Then we had many questions and assumptions that East Germany and the Berlin Wall existed. One was wise enough to mention during a phone conversation that the reason he could not reach a relative in eastern Germany was that the East German Housing Development had blocked telephone access from America. And this was 10 years ago, I should add.
There are enough reasons for me (and others) to add that justify the need to offer a compulsory Geography class in American schools. While the core requirements are being introduced in the American school system, it is unknown whether Geography is part of the core. If not, then it is recommended, for the class does have its advantages, as mentioned here. While geography contests and individual work will be stressed by those opposing the idea of teaching Geography, the main question to be asked to these people are “Are you willing to learn something about another region and the culture before encountering them, or are you willing to be ignorant and be foolish in your attempts to encounter other cultures without learning about them first?” Speaking from experience, I would rather take the safe path than one unknown and fall into several traps in the process. But that’s my opinion.
This is a continuation of the series of Bilingual Teaching, the introduction of which can be viewed here.
Books closed. Exams completed. Chapter closed. A sigh of relief for the pupils in the Gymnasium. Now moving onto the next chapter- but this time in your native tongues, please.
Having taught history in English, it is easy to tell who enjoyed learning in English and who was happy to see the camel be sent packing and speak German again. Yet to be that concrete and judgmental would not benefit anyone, even the teacher. In fact, since the US is too monolingual, this statement would be “too American,” for even my taste.
As mentioned in the introduction, bilingual modules were introduced slowly but surely beginning in 2009 in many parts of Germany. This includes Thuringia, which started teaching bilingual modules this school year. The Gymnasium where I’m doing my practical training has had the module since the beginning of the school year, yet it had offered classes in English for upper grades years before the state passed the bill in 2009. There, courses in English, French, Spanish and other foreign languages have been offered in classes dealing with humanities, social sciences and natural sciences. History was one of the classes that has the module and has been completed. As I have indicated in my previous column entries, my theme deals with the USA in the 1920s and 30s and how it returned to isolation after World War I and watched the events unfold in Europe while it lived the lifestyle of the Roaring 20s. Apart from frontal teaching and providing materials and handouts, experiments were conducted to ensure that the students learn not only the history of the US but also improve on their foreign language skills, the concept better known as Content Language and Integrated Learning (CLIL), where foreign languages are introduced in the curriculum with the goal of students picking up skills in their respective areas of study. Such experiments included mini-presentations, using literature and video and mock debates, which best fits the subject of study in history.
And the results?
Looking at the results, one has to divide it into input (in terms of materials and teaching methods) and output (the reception of the audience). As there were no books available in the Gymnasium on history in the English language most of the activities had to be developed by the teacher himself, using the books at home (as well as one borrowed by another history teacher), as well as some creative ideas to garner the students’ attention. While Germany is conservative in many aspects, going by Konrad Adenauer’s “No Experiments” campaign, used in the 1957 elections for chancellorship, for bilingual teaching, it is important as a teacher to be creative and experiment with things, but make sure that the worksheets and activities to be presented to the students must be appropriate in terms of content and language (especially vocabulary). More important is that the students are able to retain the knowledge, which can be done orally, written, or both but at regular intervals. Highly recommended is a summary sheet with all the facts and vocabulary words for the class to learn and remember, especially when exams come up, and they will need them.
Apart from what I had mentioned earlier, in terms of Guessing Quizzes, The Mock Debate, Mini-Presentations and literature for analyzing, what was useful was using video and audio examples, like recordings of Roosevelt’s Fireside Speeches or the first radio broadcast in 1926. This way, students would have the opportunity to listen, analyze and interpret them in connection with the topic presented by the teacher. Yet the preparation time is immense and it was not surprising that I, like many other teachers in the Gymnasium, had several late nighters in the row in order to produce the perfect task for the students in the coming session. While this is only a practical training semester (Praxissemester), and a future teacher can afford such experiments, it becomes even tougher when you are a full-time teacher. During an interview conducted with teachers, many of them feel that having worksheets and the book could cut down the time to prepare for classes effectively. The question is, how to order the right book without going broke? Many schools, especially in the eastern and northern parts of Germany cannot afford the luxury of ordering books for bilingual teaching, due to a lack of funding by the state. The problem has been ongoing for over 15 years now, and unless the German government and the private sector can step in to help, the budget will be thinner. This includes the availability of (interactive) technology, which is making strides in many countries, including the US, but Germany is lagging behind in many areas. Therefore we are left with being creative in producing our own worksheets and activities, in order for the bilingual class to work at all. From my experience, if there are no print materials available in the school, get some from the internet and plan to prepare early, as one page of worksheet- produced from scratch- will take you an hour. A summary, 30-minutes per page.
As far as the students were concerned, the results were mixed. There was a wide correlation between those having basic knowledge of English, those having sufficient enough knowledge of English to start a conversation and those who are fluent and have excellent knowledge of English, which makes finding the medium rather difficult. Yet once found, the next step was garnering their attention and involving them. Apart from the fact that the target group were 9th graders, many of whom are going through or have finished “growing up,” the key problem found in the group was being intimidated by the fact that the teacher was a native speaker of English, and even more so from America, which means they had to be acquainted with an American accent instead of the British one that they were used to hearing before. But as mentioned in a previous article, the trend a shifting towards an international form of English, where American and British English were being divulged into one with no accent and words from different regions. In either case, after a pair of sessions, many of them became more forthcoming with communication and learning vocabulary, which was done through chalk and board and pronunciation (the latter was important to ensure that they are spoken correctly). In some cases, when only a fraction of the group is not forthcoming with English, one could call on them to speak in a given situation. Yet many of them fell back to German to better explain their answers and opinions, a clause that exists in the curriculum provided by the state, but can also hinder their attempts to better themselves in a foreign language, like English. Despite being active in discussions and learning new subjects through various methods, one of the factors that makes bilingual teaching ineffective, if looking at it from the student’s perspective, is the time factor. Two sessions of bilingual History in English a week with 45 minutes per session may be a lot for students, but not enough to better understand the subject material and reflect on the importance of the theme with the subject, like History. This holds true if a teacher plans a session only to find that half of the session was covered due to external factors. Therefore, when planning your sessions in another language, look at your students and their language knowledge. Test their knowledge in the first session before planning your curriculum. Choose wisely when working with a subject like this one I did. Do not be afraid to experiment as long as your students are able to follow. But make sure your time is divided in a way that you complete your task, but the students can profit from it, especially when working within the confines of time.
From the teacher’s perspective after experimenting with bilingual teaching (History in English), one can summarize that it is possible to teaching subjects in a foreign language if and only if one follows the guidelines:
- Know your group and their language level
- Know the time you have for the module as well as per session
- Know what materials you need to make in connection with the given topic
- Know that it is ok to experiment if no materials are available in the school and you need to develop some
- Know that the students will need to adapt to the language, regardless if you are a native speaker or not
- Know that some students, who either lack the knowledge or are shy, need a push from you and some help with vocabulary in order for them to improve their foreign language skills
- Know that the students will be happy to have a summary at the end of the topic so that they have something as reference.
As there is an expectation that there are no books and other materials available, you need to know that time and efforts are needed, preferably before beginning the topic as it will enable you to make the adjustments along the way. And lastly, if you are teaching a subject in a foreign language for the first time, don’t be afraid to leave a copy of your materials for your colleagues for future use. You will do them a big favor.
Now that the teacher’s aspect has been spoken, we’ll have a look at what the other teacher colleagues and students have to say, as a questionnaire and an interview was carried out in connection with the topic. More on that later in the series on bilingual teaching in the German school.
Author’s Note: The Files will continue its series on In School In Germany through the end of September. Reason for that was because of the World Cup and lots of other non-column commitments, including things related to the Praxissemester. Stay tuned.