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Utilizing Simulations for Enhanced Language Learning and Cultural Understanding

This text explores the use of simulations as a dynamic tool for language learning and teaching. Simulations, typically conducted online, promote realistic interactions among participants, creating an immersive learning environment. They encourage critical engagement and task-based collaboration, enabling students to delve into various cultural aspects, such as understanding the German language and society. The simulation process includes multiple phases, from introduction to practical application, fostering cognitive development through social interaction. Successful simulations hinge on meaningful student engagement and the practical application of theoretical concepts.

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Utilizing Simulations for Enhanced Language Learning and Cultural Understanding

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  1. Global Simulationsby Kate Napier

  2. Simulations as a tool/technique for language learning and teaching

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

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

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

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

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

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

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

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

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

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