Issuu

Aktuelles Herbst 2020 American Association of Teachers of German August 2020

German Club Completes Lip Dub

SPARK for German in Massachusetts NJ Student Earns 5 on AP German Exam Introducing Our New Photo Contest

& More!

American Association of Teachers of German, Inc.

AATG Board of Directors Doug Philipp, President Cheyenne Mountain High School, CO Priscilla Layne, Vice President University of North Carolina, NC Anthony Jannotta, Treasurer Centerville and Landisville Middle Schools, PA Ingrid Zeller, Presiding Officer, Assembly of Chapter Presidents Northwestern University, IL Michael R. Shaughnessy, Executive Director AATG Office. Cherry Hill, NJ

Iris Bork-Goldfield, Northeast Region Wesleyan University, CT Cynthia Chalupa, Central Region West Virginia University, WV Morgan Koerner, Southeast Region College of Charleston, SC Siggi Piwek, Midwest Region Milwaukee German Immersion School, WI Jennifer Roper, Northwest Region Rocky Mountain High School, CO J.J. Melgar, Southwest Region Westwood High School, TX

The American Association of Teachers of German supports the teaching of the German language and German-speaking cultures in elementary, secondary and post-secondary education in the United States. The AATG promotes the study of the German-speaking world in all its linguistic, cultural and ethnic diversity and endeavors to prepare students as transnational, transcultural learners and active, multilingual participants in a globalized world.

Published by the American Association of Teachers of German, Inc.

Michael R. Shaughnessy Executive Director mike@aatg.org

Mercedes Pokorny Director of Communications mercedes@aatg.org

John Capasso Finance Manager john@aatg.org

Marisa Rosario Director of Member Services marisa@aatg.org

Tara Herron Program Assistant

Meghan Marino Production Designer 112 Haddontowne Court, #104 Cherry Hill, NJ 08034

Submit content to www.aatg.org/page/newsletter 1

Table of Contents 03

Presidentâ€™s Message

Let t er From The Ed it or

German Club Completes Lip Dub

SPARK for German in Massachusetts

NJ Student Tara Misiura

Photo Contest Winner: Patrick Ploschnitzki

Resources for Uplifting Black Voices

Statement of Commitment Equity, Inclusion

Executive Director Update

Earns 5 on German AP Exam

I nt erna t i ona l St ud ent Guid e to Diversity,

Update Your Member Profile

National Office News

Message from the President Dear Friends and Fellow AATG Members, It’s late summer/early autumn, and that means a return to teaching our students. I believe it is safe for me to write that we face many changes, as well as perhaps uncertainties, as we all look at this academic year. For my school here in Colorado we are planning to have the first two weeks fully online and then start with a rolling A/B block schedule where half of the student population will be in the building daily. Could those plans change? Yes, and my administrators have already admitted they realize that fact, building a sort of Plan B online learning schedule we will implement if we have to go into some type of quarantine. We could indeed lose hope, but I strongly believe it is better for us to refocus our attentions to concentrate on helping our students gain the most they can during these unusual times. Will that mean we may have to choose to teach in different ways? Yes, but in my decades of teaching I have learned that “different” can happen more quickly than I ever anticipated. Some of you know that I have had high blood pressure problems over the past nine months, caused by internal issues that were making my kidneys function poorly. This whole experience was indeed “different” for me, because the last time I had any serious medical issues was when I was 10 years old. Following an internal outpatient surgery in early July, I am happy to report that my health has improved tremendously with my blood pressure and other attendant issues back to safe levels.

Part of my healing process this summer has been almost daily walking hikes at elevations of 6,200 to 8,250 feet above sea

By Angel Lane,

level in the 318-acre open space that is near where I live. During those hikes I would often pass the pictured trees you see in theAZ photo and I came to regard President, Chapter those two trees as an apt depiction of how we educators can choose to handle this year. Should we choose to give up and shrivel, or choose to give support? I believe that each of us should choose to offer support, whether that is through advice to colleagues, sharing of materials, or simply listening. I feel strongly that it is also fine to be the leaning tree at times, to admit that help is needed and to reach out to others.

As we navigate our way through this year, letâ€™s all commit to being supportive AND to extinguishing any fear of reaching out for help. Giving or asking for support could mean organizing online meetings between colleagues, which is something I know many AATG By Jennifer McArthur, Staff Writer

chapters have initiated. It could mean establishing a better relationship with a small handful of colleagues, even just one, to act as each otherâ€™s support crew. Whatever you need to do for support in this academic year, please do it. This year is a season in our lives and I feel strongly that we can choose to make it as successful as we want. As always, please know that I welcome communication with each of you, and I wish you the very best as we start this academic year together.

Sincerely,

Doug Philipp

Cheyenne Mountain High School, Colorado Springs, Colorado runhiketeach@yahoo.com

YOU ARE INVITED TO ATTEND

AATG Membership Meeting

All AATG members are invited AATGthe members are invited toAll attend Membership to attend the Membership Meeting, which will be Meeting, which be conducted virtually via will Zoom. conducted virtually via Zoom. Registration is required andand Registration is required will will open in November: open in November: aatg.org/2020Convention aatg.org/2020Convention Submit motions by November 5 Submit motionsDoug by November to AATG President, Philipp: 5 to AATG President, Doug Philipp: runhiketeach@yahoo.com runhiketeach@yahoo.com

NOVEMBER 15, 2020 1:00 PM Eastern 12:00 PM Central 11:00 AM Mountain 10:00 AM Pacific

Eliminating one beer twice a week for five years, assuming a beer costs about $5, will save approximately $2,600. Consider donating this amount to the By Angel Lane, Centennial Campaign.

President, AZ Chapter

Eliminating one piece of cake per week for five years, assuming a piece of cake costs about $5, will save approximately $1,300. Consider donating this amount to the Centennial Campaign.

By Jennifer McArthur, Staff

Small donations work as well as large donations. Consider giving today and weâ€™ll be well on our way!

Questions? Contact Susanne Rinner, Fundraising Chair

rinnersusan@gmail.com

AATG is preparing for its Centennial in 2026. The AATG Fundraising Committee established an initial fundraising goal for the Centennial Fund of $192,600. Thanks to your generosity, we are on our way to reach this goal much sooner, and now, we are aiming higher! Please help us to double or even quadruple the Centennial Fund over the next five years!

Contribute to the

Centennial Campaign

By working together, we can raise up to $1,000,000 to support students and teachers of German in their endeavors. Please consider donating to the AATG Centennial Fund!

Fayetteville-Manlius German Club Completes 11th Annual Lip Dub Fayetteville-Manlius (NY) Deutschklub completes 11th annual Lip Dub Music Video despite COVID-19, and with the participation of Joris

International Student Guide

By Jennifer McArthur, Staff Writer Kate Stewart at the piece of the Berlin Wall in Syracuse on Some students are considering international education November 9, 2019for the goal of broadening knowledge & life experience.

But how should you be fundamentally prepared for studies abroad?

Despite COVID lockdown, German 2-5AP teacher Kate Stewart produced an alternative to Fayetteville-Manlius (FM) German Club’s 11th annual lip dub music video. Their yearly project requires weeks of practice and is an annual favorite on the high school morning news show. FM German students have had prior successes with music videos, as the German program has twice won Goethe-Institut Step into German Video contests: the 2011 German Club Lip Dub featuring Madsen’s Lass die Liebe regieren, and in 2016 five FM German students wrote and performed their interpretation of Joris’ Bis ans Ende der Welt.

The Planning Prior to planning a lip dub, teacher Kate Stewart contacted the German artist to request permission to upload the final piece to share on YouTube. AP German students were tasked with writing the formal email to make it an especially meaningful and real life letter.

This year’s German Club had only begun planning when the stay at home order was executed. By dividing up lines and individually filming their parts, 28 German club members and even some former FM German student siblings, home from college, collaborated on the project. A Zoom dance finale united the members virtually. While in November Joris’ management had granted their permission, it wasn’t until May that it occurred to Kate that “we know Joris, and Joris knows FM” thanks to their prior connection with two Goethe-Institut prize trip winners in 2016 who met him in person. She reached out to Joris via email, Twitter and Instagram to invite him to participate in the video to excite the homebound students. After a week with no reply, the German club completed their video, and Kate edited it, and posted it. The next day, an email arrived with the news that Joris would like

FM German Club’s 2020 Lip Dub

to take part. Ultimately the decision was made to attach a greeting to the beginning rather than edit a graduating senior’s moment at the end, and the revised video was again uploaded to YouTube.

The Impact Stewart credits the German Club Lip Dubs with both strengthening and saving the FayettevilleManlius German Program, which in 2010 was nearly eliminated due to budget cuts. “Students look forward to being in the video when they first see it in 7th grade. They know the German program features music and contemporary culture and that excites and motivates them.”

View the video here: www.youtube.com/watch?v=pKLHu7vZy2A 9

SPARK for German in Massachusetts By Angel Lane, President, AZ Chapter By Ela Gezen and Konstanze Schiller

“We are very excited about this collaborative opportunity and are looking forward to working with students of all ages.” The Program of German and Scandinavian Studies at University of Massachusetts Amherst (UMass Amherst) and North Andover High School have been selected as SPARK labs for the academic year 2020-21. SPARK (Strukturiertes Programm zum Aufbau von Ressourcen und Kompetenzen für den DaF-Unterricht in den USA), a joint project of the American Association By Jennifer McArthur, Staff Writer of Teachers of German (AATG) and the Goethe-Institut, provides professional development for future German instructors and enables students across the United States to start learning German at an early age. In collaboration with SPARK partners, the Program of German and Scandinavian Studies will offer German after-school programs at public schools in Amherst, that will allow our undergraduate and graduate students (and prospective teachers) to gain first-hand teaching experience in K-12 schools. The programs will help our volunteers craft their curriculum development skills, gain access to professional development opportunities, and contribute to increasing the demand of German in Western Massachusetts. Professor Ela Gezen (Associate Professor of German and Undergraduate Program Director, AATG MA Chapter President) will serve as project coordinator and liaison at UMass. Kelly Champine (MA student), Karolina Hicke (PhD candidate), Nikoletta Strasser (incoming MA student), and Tyler Dillon (German major), the SPARK instructors, will collaborate to implement the programs. At North Andover High School, German teacher Konstanze Schiller (AATG MA Chapter Vice President) will serve as liaison and work with Professor Katharina Loew and Yulia Mevissen from the German Program at UMass Boston as well as with Juliette Darmon from the North Andover Middle School (both upcoming SPARK Labs) to foster collaboration between their

learners and the community at large. The students of the German Honor Society Delta Epsilon Phi and the German Club will develop and facilitate extracurricular activities for online meetings with beginner level students of the Middle School. Moreover, they will join UMass Boston’s students for their monthly “Kaffeeklatsch” and collaborate on curriculum ideas. The high school students will also attend UMass Boston’s bi-monthly online exchange “Meet a German” and prepare cultural presentations about US customs and the area they live in.

SPARK Regional Coordinators The SPARK Team is pleased to introduce the first three SPARK regional coordinators, Denise Larsson, Nella Spurlin and Peter Weise. Denise, Nella and Peter will support SPARK Labs and their partners as we begin to implement SPARK programming.

Interested in becoming a SPARK Lab? Please contact us at sparkwashington@goethe.de.

“We are very excited about this collaborative opportunity and are looking forward to working with students of all ages.” *Brandeis University might become a potential 5th Lab in Massachusetts. *Foto: Konstanze Schiller

This Edition â€™s

Student Spotlight Tara Misiura of Hightstown High School in New Jersey earns 5 on AP German Exam Although the format of the exam was different this

German. I believe this was the reason I could do so

year, I had felt confident coming out of the exam, which was entirely online and speaking-based. Through constant interest and dedication to language study, I was able to receive a 5 on the exam.

well on the AP exam.

I had worked very hard to accumulate a strong working knowledge of the German language. I began my German studies with a trial class in the sixth grade, but my first full class was in seventh grade with Audrey Neveling. I had wanted to learn a language since I was a little kid, so I was already very passionate going into German. This passion for the German language continued into the level 2 class, which I took in freshman year of high school. I continued to go through every offered level of the program over the next four years. With both Megan Peterson and Lucia Cagan as my teachers, how could I not learn to love both this language and this culture?

I went through several exams before the AP. I took the AATG exam every year leading up to AP German, and in my senior year I took an AAPPL exam to earn the Seal of Biliteracy for New Jersey. Another perk of our program was that German students could participate in an exchange with students from Hannover. It is organized and led by Megan Peterson, and has taken place for many years due to her constant dedication and expertise. I had the privilege of staying with a wonderful family in Hannover for two weeks last summer, where I was able to greatly improve my spoken

My high school German teachers also encouraged me to study other languages. Lucia Cagan, who taught me for three years, volunteered her time to tutor me in Italian after I asked her a question about the language. Megan Peterson encouraged me to apply for a scholarship to study the Irish language in Ireland, which I won! As far as languages go, I intend to continue my German studies, alongside other languages to earn my degree in World Languages at Stockton University. I hope to travel throughout the Germanspeaking countries, and be able to communicate only in German. Learning German has given me a priceless skill, but also the confidence to learn more languages, after being raised in a monolingual household. I will also be studying marine biology, and my German knowledge will allow me to connect with other scientists all over the world, because science, like many other fields, is a global effort. I would encourage every high school student to take every opportunity they can to study a language (especially German). As long as you keep it connected to the culture, languages are endlessly fascinating!

Took an interesting photo in Germany? Submit original photos at

www.aatg.org/page/newsletter

Herbst 2020

Photo Contest Winner

“

Patrick Ploschnitzki, Member

It is hard to imagine that anyone who has ever been to a Dorf in Germany did not see one of these Kaugummiautomaten. They are not just a true staple of the locale, but also a treasure trove and once were final destinations for many Dorfkinds’ pocket money. They seemingly withstand time (as opposed to many phone booths, for example) and are as much a symbol of rural anachronicity as it is of endurance. Usually, you will find it right next to its adult-audience companion, the similarly infamous

Zigarettenautomat, a duo embodying outdated notions of Genuss für Groß und Klein. In Saša Stanišić’s 2014 novel Vor dem Fest, Herr Schramm comes to terms with his past when he has a prolonged physical altercation with this ever-so-slightest symbol of consumerism in a place that has not much else to offer in this respect otherwise. This particular Kaugummiautomat is located in my hometown of Hessisch Oldendorf, Niedersachsen. It caught my eye because its conversion to Euros suggested that it was still operational and worthy of an investment in 2002 (or later?). While I’m currently unable to return home, I wonder why I didn’t check if it actually still works, especially considering what wonders may have awaited me in exchange for mere Kleingeld. I do know one thing for sure though—it and its magical contents will remain in place until I return.

713

Resources for Uplifting Black Voices Here we go again! I hope that your school/ institution has the resources to make decisions for as safe a start of the year as they can. I wish you all the best of luck in the 20202021 school year!

considered those topics and ideas, identifying an appropriate voice to use. I am by no means an expert. The more I’ve worked on this column, the harder it has become. Every question that I attempted to address here led me to a new question.

Several years ago, my division chair asked me to contribute some names of GermanResources for including materials speakers to post in our hallway for Black reflective of Black culture History Month. It caught me off guard, and the only name that came to mind was Lou Bega (I Every time I log in to Facebook, I see a small ad that reads “Lift Black Voices.” I’ve been did my high school GAPP exchange in 1999). That was the first moment I realized how little thinking about what that might look like in the time and effort I had given to educate myself classroom this year. I certainly do not want to on a very important topic. For me, a privileged create a situation where Black culture is presented as “other” to the curriculum, so I white male, I initially only saw this as an would like to identify topics that I already academic topic. But for many of my fellow teach and uplift Black voices within those teachers, for many of my students, and for structures. It’s not many people around the globe, this is their a perfect solution, everyday life. but it’s a place This is going to be the first in a two-part series where I can start in which I present some resources for bringing within the confines in authentic voices from German-speakers of my district curriculum. The Each One Teach who come from a more diverse background. It One organization in Berlin is working on an has taken a long time for me to better Afrozensus. Historically, Germany has not understand that this should not be collected any data on race after the 1940s. a token attempt at acknowledging Here, EOTO explains the need for the data and Black History Month. This needs to what they hope to accomplish by be firmly entrenched in all aspects documenting the experiences of the Black of my teaching. I would also like to community in Germany. take a moment to say that it’s not a matter of simply adding diverse If you are looking for Kinder- or Jugendliteratur voices to the classroom, but rather that feature BIPOC protagonists, several identifying learning goals and topics that we find important, and after we’ve 14

Technology in the Classroom

resources have lists of books to investigate. These include the magazine umstandslos, the intersektionale Pädagogik of Berlin, Bilder im Kopf, and two different personal blogs, here and here. This year I will use Nelly und die Berlinchen in my level 2 class when I discuss friendship and conflict resolution. If you are looking for individual Promis and Profis to highlight in your class, look at politicians Aminata Touré, Tilo Frey, and Karamba Diaby; athletes David Alaba, Satou Sabally, and Mujinga Kambundji; and writers Tupoka Ogette, May Ayim, and Mo Asumang, among many others. I would caution against presenting these individuals as famous because they are Black—rather just highlight them for their own accomplishments. In the past, I have discussed David Alaba in my AP course when discussing stereotypes and the

Fußballer, and not just a statistic about racism. I make a few posters that I hang in my room with a picture, a quote, and a QR code link to learn more about various Germanspeaking individuals. I will be adding to it this year with some new (to me) faces! If you are looking for songs written by POC in Germany whose lyrics address issues of identity and race, Samy Deluxe has a song dedicated to his son about the lack of BIPOC representation in the world, SAM sings about identity and belonging, and Jayla & Lyon sing about current societal unrest. If you are looking for some new podcasts or social media personalities to follow, here are several that discuss current issues in Germany: Mahret Kupka,

Aminata Belli, Black Power incident in 2012 in which an Austrian politician Germany, Tarik Tesfu, Feuer & addressed him in English (although Alaba was Brot, Afropod, The African born and raised in Wien). I intend to start Courier, Parallelgesellschaft, and Noble referencing him as one of Austria’s top Heritage. Many of the podcasts are too long to

In this column, Matt Harring of Plainfield South High School in Plainfield, Illinois, introduces internet resources that are school-safe and can be used in various ways in German classrooms.

Resources for Uplifting Black Voices use in class, but, using Audacity or even Voice Recorder, it is easy to snip a 2-5 minute segment of a podcast that would be great to use for interpretive listening practice. I struggle to find simple conversation segments where my students can listen to two people interacting on a topic, and podcasts are an excellent source of audio material that can fit the bill. Finally, if you would like some interpretive readings that speak to the topic of Schwarzsein in Deutschland, Caritas in der Schweiz has a list of quotes against racism, the Initiative Minderheit has a Schwarzsein page, here’s an interview with the leader of the community Schwarze Frauen Wien, and here the Deutsche Welle presents information about a traveling exhibit called Homestory Deutschland, providing a voice to AfroDeutsche. One way I like to present these intersectional topics in my classes is to give the students the choice as to which connections to a topic they want to pursue. I don’t want to present Schwarzsein as other to my curriculum, so I present the topic “stereotypes” and then give the students multiple articles to choose from. This works especially well in my AP class, when I can use generic questions about identifying audience, purpose, and conclusions, and the students can create their own vocabulary lists of words that they find important.

Resources for teaching Anti-Racism and Tolerance If you would like to address systemic racism in your courses and you are looking for somewhere to start, here are several links that educators can use. I know I have made several mistakes when I try to address topics that I think I am prepared to teach, but find as I get into them that I didn’t know as much as I thought I did. This essay on the Diversity and Decolonization in the German Curriculum blog provides strong arguments for why inclusive curricula are key to the future of our programs. The very first thing I urge you to do if you are considering addressing this topic in your courses is to make sure that you are continually educating yourself before you bring it to your classroom. ACTFL has many resources that they are making available to educators, including this issue of the Foreign Language Annals, and free webaccess to the 2nd edition of Words & Actions, a great publication on social justice in the world language classroom. Here is a more generic post from an

Technology in the Classroom

students the chance to form their own questions about what they want to learn, and I can use that to encourage their learning beyond the nuts and bolts of grammar and vocabulary. From the podcast wirmuesstenreden is an excellent glossary of terms that can be used to start off a discussion of inclusion. When teaching new vocabulary, one of my go-to activities is to present students with a list of words that is as long as I can possibly make it. education blog about what a teacher’s role I want the students to find all the words that could be in addressing systemic racism with they identify with in regard to a topic. Later in students. the unit we revisit the list, and the students When looking at this topic in the German choose another set of words that they think context, you could start with the BpB’s page on are useful when discussing their classmates the history of Germany and the African Diaspora. The Deutsche Welle produced a short documentary on Afro.Deutschland, and ORF produced a short documentary Schwarz in Wien (although that was a hotly debated production). ARD also produced a documentary, Ich bin doch kein Rassist, oder?. From the Landeszentrale für politische Bildung in NRW is this documentary on Alltagsrassismus, with interviews from young people. A more current discussion on Black and their social surroundings. This is a way for Lives Matter in the German context can be the students to take ownership of their found in the podcast Decolonization in Action. I learning, as well as a way to teach them how like to present longer audiovisual material as to mentally link their vocabulary. an introduction to new topics. It allows the If you’re looking for some Unterrichtsmaterial,

In this column, Matt Harring of Plainfield South High School in Plainfield, Illinois, introduces internet resources that are school-safe and can be used in various ways in German classrooms.

Resources for Uplifting Black Voices there are many sources that I like. The project Mangoes & Bullets provides materials for anyone looking to confront racism or inequal power structures. The Antidiskriminierungsstelle has a wealth of resources for teachers. The Landeszentrale für politische Bildung in BW produced a magazine full of material for teachers on the topic of tolerance. A student group throughout Austria, called the Aktion kritischer Schüler_innen, has a student written blog that provides opportunities for critical thinking.

(Harper College) and Kathleen Betterman (Naperville Central HS), both from the Northern Illinois AATG chapter, for their work providing teachers with resources and support to address this important issue in our courses. Thanks for reading all the way through my column this issue. In my classes, I have

certainly not done this topic the full justice that I would like. I know it’s hard to see one’s own shortcomings and admit that we need to do better. I would like to think I improve a bit every year. During the Black Lives Matter in the The website bildungsserver.de also has many German Context webinar from the Goethe resources specifically for teachers to address Institut, one of the panelists referred to Black the topic of racism. The Anti-Rassismus Informations Centrum NRW produced a handbook for teachers on the topic of Intercultural and Antiracist Education.

Lives Matter as not just a trending hashtag or a moment, but as a movement that will continue. If you see some benefit to including diverse perspectives in your classes, I hope that I have given you some helpful new Many thanks to Rhiannon Muncaster, a former resources and starting points. student of mine and current PhD candidate at Michigan, for her invaluable help with many of Thanks for reading! In future issues, Matt will the links from her own research. continue to explore online resources for use in I take no pride in admitting that German learning. Please send any resources when I was a third year teacher, that you have found particularly useful. an eleventh grade student used the word “marginalized” and although I intuitively knew what it meant in context, I had never actually heard that word before. I would also like to thank

Kimberly Jaeger 18

Technology in the Classroom

Member Spotlight Eric Richards is a high school German Eric Richards teaches at Fort Zumwalt teacher, author, and presenter. Eric has North High School in O'Fallon, Missouri taught German at the high school level for 16 years. He is the 2019 Foreign Language Association of Missouri (FLAM) Distinguished Educator of the Year, CSCTFL (Central States) 2020 Teacher of the Year and a 2020 ACTFL (National) Teacher of the Year Finalist. Eric is the author of the "neue" series ("neue Schule, neue Freunde" / "neue Konversationen, neue Komplikationen" / "neue Reise, neue Abenteuer"). He also authored a reader for more advanced students called "Die Suche nach ...". Eric collaborated with Cathleen Weigelt-Ferguson, a German teaching colleague and AATG member, and published a collection of short stories called “nicht alltägliche Geschichten.” He also wrote "Grafted Writing," designed to facilitate language acquisition through reading and writing. Eric has also re-worked and translated multiple readers for language learners and created teacher guides to support educators in the classroom. He also presents on various topics in foreign language methodology and strategies at national and regional conferences. He transformed a small German program into a large, successful, growing, and vibrant program, where his students also enjoy opportunities to travel abroad.

Peter Chase is a teacher at the Pennington School in New Jersey and a new columnist for Neue Presse USA.

“

In July, I began contributing to the Germanlanguage newspaper Neue Presse USA (Hemet, California), a weekly newspaper established in 1986. One column is called "Deutschstunde" in which I give readers tips, generally German speakers living in the U.S., on how they can begin to teach their children German. The second column, "Herkunft der Wörter," highlights words mostly of Germanic origin that have some

crossover into English.

Empfehlenswert B el ow a re s ome m e mb e r -rec o mm en d e d re a ds . . .

Ekstase und Elend: Deutsche Kulturgeschichte 1900 bis heute An inclusive cultural history reader of German-speaking Central Europe, including women's history, LGBTQ+ history, Germans of Color and other historically underrepresented groups https://sites.google.com/knox.edu/ekstaseundelend/willkommen

Recommended by: Todd Heidt

The Aryans: A Documentary “The Afro-German filmmaker Mo Asumang sets out to find the origins of the Aryan concept and its misuse by racists in Germany and the USA (dw.com).” www.die-arier.com/en/index.php

Recommended by: Morgan Koerner

An Integrated Curriculum in Collegiate‐Level German Studies with Accompanying Proficiency Bernhardt , Elizabeth, et al. “An Integrated Curriculum in Collegiate‐ Level German Studies with Accompanying Proficiency Ratings.” Die Unterrichtspraxis, vol. 53, no. 1, 2020, pp. 23–34. Recommended by: Marisa Rosario 20

nun die letzte Wahrheit wissen. Die Möpse

Submit reading recommendations and cultural submissions to www.aatg.org/ page/newsletter

bedrängten den Sprecher und fragten: “Sag, was ist die höchste Schönheit?” Der Sprecher wartete, bis es ganz still wurde im Saal, und sprach ergriffen: “Das Möpsische!”

Frenetischer Applaus erschütterte das Haus. -Giovannetti

CORNER

Culture Ein Mops hielt einen Vortrag über Schönheit, und das hingerissene Mopspublikum wollte

ACTFL 2020 Virtual Conference Join us online at the AATG Convention in conjunction with the American Council on the Teaching of Foreign Languages (ACTFL) Annual Convention and World Languages Expo. The ACTFL Board of Directors voted to move this yearâ€™s Convention from a face-to-face event to a virtual platform, due to health and safety concerns. The virtual convention will take place November 20-22, 2020, and presentations will be available on-demand until the end of the year. The convention will offer AATG Members great opportunities for professional development, featuring AATG sponsored presentations on a variety of topics. All presentations are pre-recorded and will either be simulive or available on demand. During simulive sessions, which occur on a specific schedule, attendees will be able to view the pre-recorded content and interact with the presenter through a chat feature. On demand sessions will be available to view any time throughout the convention dates. All presentations will be available for viewing after the convention until December 31, 2020 (included in the registration fee).

AATG Career Center Please take advantage of the AATG Online Career Center. You can post job openings, search openings, and subscribe to notifications. Access the many features of the Career Center at

www.aatg.org under the tab Teaching German.

Statement of Commitment to Diversity, Equity, and Inclusion Board of Directors: The American Association of Teachers of German (AATG) recognizes and appreciates the importance of creating an environment in which all members feel valued, included, and empowered. The AATG recognizes that each memberâ€™s unique experiences, perspectives, and viewpoints add value to the AATGâ€™s ability to create and deliver the best possible service to our members. With the full understanding that our individual social, ethnic, economic, and cultural identities shape and influence our experiences and perspectives, the AATG will promote diversity, equity, and inclusion for all.

Willkommen: Deutsch F端r Alle Willkommen: Deutsch f端r alle is an innovative first-year German language Open Educational Resource (OER) designed for learning German at the college/university level. It features a task-based, communicative approach which provides students with opportunities to communicate in German in a variety of contexts and situations. Through a wide range of activities, students develop and practice their language skills which they showcase at the end of each chapter by accomplishing a specific task. Willkommen: Deutsch f端r alle follows a blended-learning model, a combination of alternating in-class (face-to-face) instruction and interaction, and online (self-paced) individual learning. Both in-class and online activities encourage students to practice the three communicative modes (interpersonal, interpretive, and presentational) and thus the four language skills in an integrated manner. Inclass activities provide opportunities for students to use their interactive language skills in a collaborative environment. Online activities aim to review materials from the previous lesson as well as allow students to engage with new information at their own pace. Willkommen: Deutsch f端r alle takes an inclusive approach to the depiction of people, contexts, and concepts. It views language learners, instructors and a wide range of individuals interacting in German as belonging to a large German-speaking community. Pedagogical as well as authentic cultural materials emphasize the diversity of speakers of German and are purposely inclusive of sexual orientation, race, and ethnicity.

For more information, please contact: Dr. Claudia Kost University of Alberta ckost@ualberta.ca https://openeducationalberta.ca/willkommen-deutsch/ 24

Executive Director Update 2020 is one heck of a rollercoaster ride so far and it looks challenging in to the future. I want to first thank all of the AATG members for their hard work in the face of adversity, constant change, and general turmoil that has defined this year so far. In my short time as Executive Director, I’ve come to hear many stories from AATG members about the challenges you face. I’ve been impressed with the creativity and ongoing dedication to students despite the overwhelming conditions you encounter. I also want to let you know that AATG is working hard on your behalf. We are adapting as fast as our typing fingers will allow. In the coming months, and over the next year, you will see a number of updates and changes. Since this is the Newsletter, I’d like to address a few ways we are updating our communication channels and methods of how we get information to you. From the newsletter to the website, email to social media, were adapting to the COVID times by communicating in new ways. • The Newsletter will focus more on you and your programs. We welcome content submissions, story ideas, and photos of you and your students. Let us showcase your hard work! Marisa Rosario will be leading the efforts to tell your stories and provide you with publicity. Reach out to her at marisa@aatg.org • For regular and timely updates, follow us on Facebook and Twitter. We’ll post about deadlines, programs, and current news on social media channels. • Emails matter! We use constant contact for our mass emails. This will be an important communication channel for all members. We post information on grants, member-only events, and distribute information about voting and governance. We’ll of course try to •

limit our emails and make sure they are valuable to you. Web site: Coming this fall, AATG will get a redesigned web site. It will represent cleaner lines and will be easier to navigate. One of the main features will be mobile accessibility! Thank you for being a part of AATG and I look forward to working on your behalf in the coming years.

The Importance of Keeping Your Member Profile Up-to-Date You have a role to play by ensuring your membership profile is up-to-date. When you do this, you help AATG provide you with optimal support, opportunity, and connections. Below are some of the reasons and benefits for keeping your profile up-to-date, as well as some of the inclusive updates we have made to our member profile fields. • • • • • •

If your professional or personal email changes, regularly updating your login information ensures you are able to access your account and receive AATG communications Updating your current institution name and address helps us collect complete and accurate geographical data, which in turn helps you know where your colleagues teach You can now express your preferred pronouns on your member profile for events You can now indicate whether you would like to be paired with a mentor within our organization, or serve as a mentor to another member You can now opt-out of physical mailings for your membership renewal reminders Logging in to your profile and the AATG.org account regularly will be useful to apply for grant opportunities we offer such as ACTFL conference support, voting in AATG elections, and new summer programs abroad

Privacy and your personal information. AATG is committed to protecting and maintaining the confidentiality and privacy of your personal information. Only authorized employees have access to the private information you provide us, which will never be visible in your profile. When we request information, we will generally tell you why we are collecting the data and how we intend to use it. We disclose our privacy settings in your member profile.

Please take one minute to update your information here: www.aatg.org/members/edit.asp Instructions for changing profile privacy settings are here: www.aatg.org/page/UpdateYourProfile Please contact marisa@aatg.org with questions

National Office Update The national office is still operating under restrictions imposed by the pandemic. We have transitioned to remote work for most of our tasks and will spend limited time in the office. Our online store and materials center is open! Shipping will occur even during pandemic restrictions. Look out for a new online store this fall with improved tracking and

ordering options. We welcome phone calls, but given the irregularity of physical office staffing, email is the best way to reach the AATG Staff. You can find us at: aatg.org/page/Stafflist

Materialpaket ''A Glimpse of German(y)” Möchten Sie im Herbst Schnupperkurse Deutsch an der Middle School unterrichten oder ein After-School Programm für Deutsch einführen? Werfen Sie doch einen Blick auf

Schnitzel. Diese Themen werden in organischer Weise mit einfachem Spracherwerb im Deutschen verbunden und so lernen die Kinder im Laufe des Programms ein wenig Deutsch in

unser neues Materialpaket „A Glimpse of German(y)“. Mit kostenlos downloadbaren

der Form von einfachen Redemitteln und Wörtern – die Zahlen, die Farben, die

PPTs, interaktiven Arbeitsblätter und detaillierten Unterrichtsskizzen können Sie Ihre Schüler*innen in 10 Sessions spielerisch an die deutsche Sprache und Kultur heranführen und sie zum Deutschlernen ermuntern.

Wochentage, Begrüßungen, etc. Die Materialien der Reihe Programm „A Glimpse of German(y)“ können im regulären Unterricht von Deutschlehrkräften an K-8 Schulen eingesetzt werden und eignen sich besonders für Einführungsprogramme und Schnupperkurse für Schüler*innen, die noch kein Deutsch lernen. Das Programm kann aber

Das zehnwöchige Programm „A Glimpse of German(y)“ richtet sich an Schüler*innen zwischen 10 und 14 Jahren mit und ohne regulären Deutschunterricht und kann sowohl im Unterricht als Schnupperprogramm von der Deutschlehrkraft oder als Nachmittagsprogramm implementiert werden. Das Ziel ist, Kinder über landeskundliche Themen fürs Deutschlernen zu begeistern und sie durch kritisches Denken und Reflektieren interkulturell zu sensibilisieren.

auch extracurricular als kostenloses Nachmittagsprogramm eingesetzt werden. Mehr Informationen und alle Materialien zum Downloaden finden Sie hier: https:// www.goethe.de/ins/us/de/spr/unt/kum/ afterschoolgerman/gog.html

In zehn thematisch zusammengestellten Sessions, bekommen die Kinder Einblicke in die deutsche Sprache und die Kultur der deutschsprachigen Länder. Sie entdecken die regionale Vielfalt der deutschsprachigen Länder, lernen wie ein typisch deutscher Schultag aussieht, vergleichen ihre Hobbies mit denen von gleichaltrigen Kindern aus Deutschland und lernen, dass Döner in Deutschland inzwischen wohl beliebter ist als

German American Virtual Exchange Wollen Sie einen virtuellen Austausch mit einer Schule in Deutschland durchführen? Dann sind Sie bei dem German American Virtual Exchange genau richtig! Egal, ob Sie zusätzlich zu einem normalen, analogen Austausch virtuell mit Ihrer derzeitigen Partnerschule austauschen möchten oder ausschließlich einen virtuellen Austausch starten möchten, unser Programm zeigt Ihnen den Weg.

Photo Credit: Getty Images

Für weitere Informationen schicken Sie eine E-Mail an gapp@goethe.de oder besuchen Sie unsere Website unter goethe.de/GAVE, um sich für ein GAVE-Webinar anzumelden.

GETVICO24 20.-21. Oktober 2020 www.goethe.de/usa/getvico Reservieren Sie jetzt schon den Termin! Wie kann man so wichtige Themen wie Diversität und Gleichberechtigung in den Unterricht integrieren? Und welche weiteren Informationen zur Deutschen Wiedervereinigung als Unterrichtsthema gibt es? Und wie kann man dabei auch den Fokus auf Binnendifferenzierung oder Handlungsorientierung legen? Freuen Sie sich auf interessante Fachvorträge zu diesen und weiteren Themenbereichen bei der GETVICO24. Es erwartet Sie ein facettenreiches Programm aus über 150 Einreichungen aus über 30 Ländern. Die Teilnahme ist ganz einfach und kostenlos: Egal wo Sie sich gerade befinden: schalten Sie sich zu und bilden sich fort – 24 Stunden überall auf der Welt.

Liebe Kolleginnen, liebe Kollegen,

Vorlesungen ihre im kommenden Schuljahr freuen wir uns auf die brennendsten Zusammenarbeit mit der AATG und ihrem Fragen zum neuen Direktor, Michael Shaughnessy. Wir sind Thema froh, mit so einem starken und verlässlichen Nachhaltigkeit Partner wie die AATG gemeinsam für Deutsch in zu stellen und den USA zu agieren. Ein Beispiel dieser Zusammenarbeit zwischen Goethe und der

sich mit Experten im Fachbereich auszutauschen. Auch

AATG ist SPARK for German. Zurzeit werden Dutzende von SPARK Tutoren und Tutorinnen geschult, damit sie in außerschulischen Programmen Deutsch unterrichten können. Wir suchen immer noch neue Pilotschulen, die sich an diesem tollen Programm beteiligen möchten und bereiten die neue Ausschreibung für den nächsten Jahrgang vor.

im Nachhinein werden Sie auf alle Aufnahmen der Vorlesungen inklusive begleitenden Materialien zum Einsatz im Unterricht zugreifen können. Ihre jugendlichen Lerner und Lernerinnen werden sich bestimmt für GAVE interessieren. Der German American Virtual Exchange bietet Unterrichtspläne, Arbeitsblätter und Aktivitäten an, mit denen Schüler*innen deutscher und amerikanischer Sekundarschulen die Sprache und Kultur des jeweils anderen kennenlernen können.

Falls Sie diesen Herbst Ihren Unterricht digital ergänzen möchten oder auch müssen, bieten wir viele Möglichkeiten an. Ein Beispiel davon ist unsere digitale Kinderuni. Die Kinderuni enthält 30 Vorlesungen und Aufgaben zu verschiedenen MINT-Themen aus den Bitte wenden Sie sich jederzeit an uns, wenn wir Fakultäten Mensch, Natur und Technik für Kinder Sie noch weiter unterstützen können. Die richtige im Alter von 8-12 Jahren. Kinder werden einen Kontaktadresse für Ihren Staat finden Sie hier. Riesenspaß damit haben, mit Frau Schlau und Professor Einstein die Mysterien und Wunder der Passen Sie auf sich auf und bleiben Sie gesund. Welt zu erklären und erkunden – und zeitgleich spielerisch Deutsch zu lernen. Die Grüne Herzlich, (Kinder)Akademie wird Ihnen im Herbst auch wieder zur Verfügung stehen, wenn Sie den Unterricht mit weiteren digitalen Formaten ergänzen möchten. Die Grüne (Kinder) Akademie wird eine neue Vorlesungsreihe veröffentlichen, die Schülerinnen und Schülern (8-16) die Möglichkeit bietet, in Live-

Anne Schönhagen

Neues Design: Konzepte und Materialienseite Unsere Konzepte- und Materialienwebseite hat ein neues nutzerfreundliches Design! Pünktlich zu Beginn des neuen akademischen Jahres können Deutschlehrer*innen hier Materialien für den Unterricht (face-to-face und virtuell) nach Themen, Alter und Niveau suchen, als sich auch über die neuesten Fortbildungsangebote und Bildungsprogramme in den USA informieren. Alle Materialien sind zum kostenlosen Herunterladen verfügbar. www.goethe.de/usa/ conceptsandmaterials

BKD- Newsletter Abo Bekommen Sie unseren Bildungskooperation Deutsch (BKD) Newsletter, der einmal im Monat mit den aktuellsten Informationen zu unseren Fortbildungsmöglichkeiten und Bildungsprogrammen in den USA erscheint? Hier ist der Juli 2020 Newsletter. Kein Abo? Formlose Email an teacherservicenewyork@goethe.de genügt.

Beratung zum virtuellen Unterricht Wollen Sie die Sommerpause nutzen, um ihre Kompetenzen im virtuellen Unterricht auszubauen? Lassen Sie sich von unseren Goethe-Coaches beraten. Die Anmeldung ist einfach, kostenlos und Sie treffen sich (max. 5 Stunden) mit unseren Coach*innen per Email und Videochat. www.goethe.de/usa/coaching

AATG Professional Partner

Neues von der Zentralstelle für das Auslandsschulwesen (ZfA) Wir Fachberatungen der ZfA begrüßen alle neuen und bereits bekannten Kolleg*innen und hoffen, dass Sie sich in den Ferien gut erholen und Kraft tanken konnten – auch wenn die gewohnte, ersehnte, lange fällige Reise, oder auch die Heimatreise dieses Mal ausbleiben musste. Die meisten Schulen werden das neue Schuljahr online beginnen. Einige Schulen freuen sich darauf, dass in ihrem Schulbezirk eine Hybrid-Form ermöglicht wurde. Andere haben aber auch erkannt, dass der OnlineUnterricht einige Vorteile bringt und den Schulunterricht später, in Zeiten des Präsenzunterrichts, weiterhin bereichern kann. Wir Fachberatungen der ZfA freuen uns, alle DSD-Schulen auch in diesem Schuljahr unterstützend begleiten zu können. Leeni Martinkari, chicago@auslandsschulwesen.de

Neue Ausrichtung der Arbeit der Fachberatungen der ZfA in den USA Die Zentralstelle für das Auslandsschulwesen (ZfA) und das Goethe-Institut (GI) unterstützen im Auftrag des Auswärtigen Amtes der Bundesrepublik Deutschland das Lehren und Lernen der deutschen Sprache in den USA. Im Rahmen des BDU-Konzeptes war seit 2012 ein Netzwerk von Beraterinnen und Beratern der ZfA und des GI Deutschprogramme in den USA auf vielfältige Weise tätig und hat Schulverwaltungen, Schulleitungen und Lehrkräfte beraten, vielfältige Fort- und Weiterbildungen angeboten, Schulpartnerschaften gefördert, den Einsatz von Teaching Assistants des PAD begleitet, mit amerikanischen Partnerorganisationen zusammengearbeitet und vieles mehr. Das Netzwerk Deutsch des Auswärtigen Amtes hat ab dem Schuljahr 2020/21 eine Neuausrichtung für die USA beschlossen. Wir Fachberatungen der ZfA werden uns künftig auf die Betreuung von Schulen mit einem erweiterten Deutschprogramm konzentrieren. Mehr als hundert Schulen werden von uns über das Pasch-Programm betreut, an mehr als 60 Schulen werden jährlich ca. tausend Prüfungen für das Deutsche Sprachdiplom der KMK abgelegt. Die ZfA ist ab dem Schuljahr 2020/21 über folgende Fachberatungen vertreten: Gabriele Maiss-Minkler, Seattle, WA; Leeni Martinkari, Chicago, IL; Ingo Matthias, San Francisco, CA; Susanne Dreyer, Houston, TX, Nicolette Gahleitner, Atlanta, GA, Helmut Kehlenbeck, New York City, NY. Wir organisieren Fortbildungen für einheimische Lehrkräfte, beraten die Deutschfachschaften an den DSD-Schulen, koordinieren die Vergabe von Stipendien und arbeiten eng beratend mit den Bildungsbehörden in den einzelnen Regionen zusammen. Wir werden weiterhin eng mit den Partnerorganisationen im Rahmen der Deutschen Auswärtigen Kultur und Bildungspolitik in USA kooperieren. Zu unserer Tätigkeit gehört selbstverständlich auch der Besuch von Bildungsmessen und die enge Zusammenarbeit mit dem AATG. Wir freuen uns auf die weitere Zusammenarbeit und hoffen darauf, dass alle Schulen in absehbarer Zeit wieder zu einem regulärem Schulbetrieb zurückfinden können. Bericht und Foto: Helmut Kehlenbeck, newyork@auslandsschulwesen.de

Neues von der Zentralstelle für das Auslandsschulwesen (ZfA) Spannende Themen bei mündlicher DSD 1 Online Prüfung der Deutschen Schule Von Ski fahren in Deutschland über Tanzen, Reisen, Volleyball, Reiten, Zentangles und Flüchtlinge bis hin zum Brot backen nach deutschem Rezept wurden viele spannende Themen für den Präsentationsteil der mündlichen Prüfungen vorbereitet. Da das Deutschlernen an der Deutschen Schule Charlotte so viel Spaß macht und der Deutschunterricht von äußerst engagierten Lehrern und von der erfahrenen österreichischen Schulleiterin Sigrid Belluz sowohl im Klassenraum als auch im Online Learning Format für alle Altersstufen sehr professionell und erfolgreich durchgeführt und koordiniert wird, haben alle an der DSD I Prüfung beteiligten Schülerinnen die Absicht, auch weiterhin am Deutschunterricht dieser Samstagsschule teilzunehmen, um im Anschluss auch die DSD II Prüfungen ebenso erfolgreich absolvieren zu können. Ein erfolgreich bestandenes DSD I (Niveau B1) gilt als Nachweis der Deutschkenntnisse, die zur Aufnahme an Videobasierte mündliche DSD I Prüfung der einem Studienkolleg in Deutschland erforderlich sind und bringt darüber Deutschen Sprachschule Charlotte. Im hinaus Vorteile bei Bewerbungen für ein Studium in Deutschland. Das DSD II Uhrzeigersinn von oben: Fachberaterin Atlanta gilt als Nachweis der für ein Hochschulstudium in Deutschland Nicolette Gahleitner, Schülerin Annika Klezah (auch im großen Bild), Lehrerin Juliane Hofmann erforderlichen Deutschkenntnisse (Niveau B2/C1) und garantiert den Absolvent*innen im Rahmen des "Studienticket DSD" einen reibungslosen und gebührenfreien Übergang von der Schule zur Universität/Hochschule in Deutschland. Wir dürfen daher gespannt bleiben, welche interessanten Themen uns die Schüler der Deutschen Schule Charlotte in Zukunft für die DSD II Prüfungen präsentieren werden. Bericht und Foto: Nicolette Gahleitner, atlanta@auslandsschulwesen.de

DSD II-Diplomverleihung an der Deutschen Sprachschule Ann Arbor Die Deutschen Sprachdiplome der Kultusministerkonferenz, Stufe 2, wurden Schülerinnen und Schülern der Deutschen Sprachschule Ann Arbor am 25. August digital, aber dennoch feierlich durch den Generalkonsul von Chicago, Herrn Wolfgang Mössinger, verliehen. Bei dieser Gelegenheit erhielten einige Prüflinge des Prüfungsjahrgangs 2020 auch das Seal of Biliteracy, welches im Bundesstaat Michigan 2018 eingeführt wurde und an High School Absolvent*innen, die Kenntnisse von zwei Sprachen auf einem hohen Niveau nachweisen, verliehen wird. Die DSS Ann Arbor bietet seit 2008 Deutschunterricht für Kinder und Jugendliche ab 3 Jahren. Seit 2014 werden Schüler*innen auf die Deutsche Sprachdiplomprüfung erfolgreich vorbereitet. In diesem Schuljahr wird der Unterricht zunächst digital durchgeführt. Bericht: Leeni Martinkari, chicago@auslandsschulwesen.de

In der obersten Reihe: Schulleiterin Yvonne Stevens, Deutschlehrerin Cornelia Wende, Generalkonsul von Chicago Herr Mössinger. Mitte: Fachberatung Chicago Leeni Martinkari, Schüler*innen mit ihren Eltern. Foto: Cornelia Wende.

Neues von der Zentralstelle für das Auslandsschulwesen (ZfA) Meet Young Germany in your Classroom Der Pädagogische Austauschdienst (PAD) führte vom 4.8. – 6.8.2020 eine Tagung für angehende Teaching Assistants durch, die von Oktober 2020 bis Juni 2021 als Fremdsprachenassistenten in die USA gehen werden. Neben Informationen über die Rechte und Pflichten als Teaching Assistant gab es Vorträge über die transatlantischen Beziehungen zwischen Deutschland und den USA, über die Arbeit des Sekretariats der KMK (Kultusministerkonferenz der Länder) und über die Einsatzmöglichkeiten durch den PAD.

Veit Husemann (PAD) mit angehenden Teaching Assistants. Foto: Veit Husemann

Helmut Kehlenbeck (Fachberatung New York) referierte über das deutsche Sprachdiplom der KMK und die Rolle der Fachberater in den USA. So erfuhren die zukünftigen Teaching Assistants auch, dass in den USA circa 750 DSD I- und 280 DSD II-Prüfungen jährlich abgenommen werden. Auch die Fachberater Ingo Matthias (FB San Francisco) und Susanne Dreyer (FB Houston) standen für Fragen rund um den Deutsch-Unterricht und das Leben in den USA zur Verfügung und vermittelten einen Eindruck von der Vielfältigkeit des Lebens in den so unterschiedlichen Regionen der USA. Praktische Übungen für den ersten Schultag am zukünftigen Einsatzort an einer amerikanischen High School sowie der Austausch mit Ehemaligen kamen ebenfalls nicht zu kurz.

Meet young German: Korbinian Wild

Bericht: Susanne Dreyer, houston@auslandsschulwesen.de

Der Musikstudent der Musikhochschule Franz Liszt in Weimar, Korbinian Wild, 27, wird das Schuljahr in Saint Paul, MN, verbringen und die Schüler der Central High School nicht nur, aber auch an der Musikkultur Deutschlands teilhaben lassen.

Meet young German: Jonathan Tassilo Hölker Der 22-jährige Student mit den Fächern Politikwissenschaft und Deutsch aus Freiburg in Breisgau wird ab Oktober das Kollegium der Milwaukee School of Languages, WI, bereichern.

„Die USA haben mich als Land schon immer fasziniert und nach zwei Urlauben war klar, dass ich dieses Land einmal genauer kennen lernen muss. Leider ist es mit Musik Lehramt nicht allzu einfach ins Ausland zu gehen.“

„Ich habe mich für die USA entschieden, um ein Land, welches einem durch die Medien bekannt ist und vertraut wirkt, selbst kennenzulernen und die Unterschiede sowie Gemeinsamkeiten der US-amerikanischen Lebensweise zur deutschen Lebensweise zu erfahren.“

„Das Programm des PAD hat mich sofort angesprochen und ich wurde ausgewählt. Ich freue mich jetzt riesig auf die nächsten 8 Monate.“

„Ich hoffe, freundliche und offene Menschen zu treffen, die mir einen Einblick in den Alltag an einer amerikanischen Schule geben können und die offen sind, sich auch auf andere Blickwinkel einzulassen.“

„Am meisten freue ich mich darauf zu sehen, wie Schule als Institution in Amerika im Vergleich zu Deutschland funktioniert. Gerade im Hinblick auf den Einsatz neuer Medien im Unterricht können wir hier viel von den USA lernen, um das angestaubte Image des deutschen Schulunterrichts aufzuwerten. Außerdem freue ich mich darauf, den Fremdsprachenunterricht mitzugestalten und hier einen Einblick zu bekommen, obwohl ich natürlich hoffe, auch etwas vom musikalischen Leben meiner Schule mitzubekommen.“

Auf die Frage, was denn die Herausforderungen sein könnten, antwortete Jonathan, „dass in der aktuellen Zeit, in der Kommunikation beinahe ausschließlich online stattfindet, dennoch alle Kinder und Jugendliche im Unterricht erreicht und gleichwertig unterrichtet werden können.“

Neues von der Zentralstelle für das Auslandsschulwesen (ZfA) Interview mit MYG Teaching Assistants Isabell Barthel und Nathalie Hupfeld Im Rahmen des Meet Young Germany-Programms des PAD werden Isabell Barthel (SAGA Seattle, WA), Nathalie Hupfeld (Cherry Creek HS Denver, CO) und Michaela Fluhrer (Billings HS, Billings, MT), ab Oktober ihre Tätigkeit als Teaching Assistant (TA) im Nordwesten der USA aufnehmen. Die zuständige Fachberaterin der ZfA in Seatlle, Gabriele MaissMinkler, hatte die Gelegenheit, sie virtuell kennen zu lernen und ein Gespräch mit zwei von ihnen zu führen. GMM: Hallo Isabell, hallo Nathalie, schön, dass wir uns auf diesem Weg vor eurer Einreise kennen lernen. Im Vorfeld habt ihr, wegen der Corona-Pandemie, einige Hindernisse überwinden müssen. Nathalie: Die organisatorischen Hürden waren teilweise sehr hoch, aber ich möchte unterstreichen, dass wir dankbar sind für die Möglichkeit, unseren Traum zu verwirklichen. Alle beteiligten Institutionen haben uns mit großem Engagement unterstützt und der ganze Prozess war absolut transparent. Isabell: Nach dem Interview an der Botschaft können wir unsere Flüge buchen. GMM: Die USA sind nicht mehr unbedingt das Sehnsuchtsland Nr.1. Warum habt ihr euch trotzdem für die USA entschieden? Isabell: Ich studiere Deutsch und Englisch und habe schon ein Jahr als Au-Pair in England verbracht. Zusätzlich zum britischen möchte ich auch gern das amerikanische Englisch kennen lernen. Und - ehrlich gesagt- die USA stehen trotzdem ganz oben auf meiner bucketlist. Nathalie: Gleiches gilt für mich, sowohl was die Studienfächer betrifft wie auch die Au-pair-Tätigkeit. Außerdem bin ich gespannt darauf, einen Einblick in das amerikanische Schulsystem zu bekommen. GMM: Ihr seid offensichtlich gut vorbereitet und man merkt, dass ihr euch auf die neue Tätigkeit freut. Daher meine Frage zu euren Erwartungen: Was wäre in eurer Vorstellung das best-case-Szenario und wie würde das worst-caseSzenario aussehen?

Nathalie: Grundsätzlich möchte ich erst einmal sagen, dass diese Tätigkeit als TA eine tolle Möglichkeit ist, erste praktische Berufserfahrungen zu sammeln und gleichzeitig noch etwas von der Welt zu sehen. Worst-case wäre sicherlich, dass die Schule im Hybrid- oder Online-Modus verbleiben muss und die Reisemöglichkeiten eingeschränkt bleiben… Isabell: … und best-case wäre daher, dass die Schule recht bald zum in-person-Unterricht zurückkehren kann und wir die Möglichkeit haben werden, uns in einem normalen Umfeld zu erproben - und gemeinsam die Westküste zu erkunden! GMM: Herzlichen Dank. Ich hoffe, dass eure Einreise problemlos verläuft und ich freue mich darauf, euch bald persönlich begrüßen zu können.

Bericht und Foto: Gabriele Maiss-Minkler, seattle@auslandsschulwesen.de