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Advanced training
Getvico24 program

GETVICO 24 is a virtual German teacher conference that takes you around the world for 24 hours.

From October 20 to 21, 2020 our first 24-hour virtual German teacher conference will take place. No matter where you are at the moment: Switch on and continue your education. 24 hours with over 140 specialist articles from 30 countries on the subject of German as a foreign language. The conference language is German.

The time specified in the program is Central European Summer Time (CEST). For the conversion you can e.g. B. use the time zone conference planner.

Introductory event


October 20, 2020 I 9:00 p.m. - 9:30 p.m. CEST


Moderators

© private Sebastian Heiduschke, Associate Professor at Oregon State University



Andrea Pfeil © Jacobia Dahm Andrea Pfeil, Head of the Language Department, Goethe-Institut New York

 
Steffen Kaupp, Steffen Kaupp | Photo: Mark Römisch © Goethe-Institut BostonHead of the language department, Goethe-Institut Boston



Douglas Philipp, President of the American Association of Teachers of German AATG

 
© privateAjkuna Hoppe, German educational cooperation, Goethe-Institut New York



© private Berit Jany, Coordinator of Undergraduate Language Instruction, University of Colorado
© private Gitte Beckmann, teacher, Goethe-Institut New York




© privatePhilina Wittke, Head of the North America Office at TU Darmstadt in Texas
Ebru AhujaEbru Ahuja, teacher, Goethe-Institut New York




Anne-Sophie AlbrechtAnne-Sophie Albrecht, German Educational Cooperation, Goethe-Institut New York
Mehrnosch Mirzaei-ReyesMehrnosch Mirzaei-Reyes, teacher, Goethe-Institut New York
Andrea Pfeil © Jacobia DahmAndrea Pfeil, Head of the Language Department, Goethe-Institut New York

9:30 p.m. - 10:00 p.m. CEST

What are the didactic and ethical implications of artificial intelligence in language learning and teaching? Thomas Strasser will provide an overview of how systems based on artificial intelligence can be used in language teaching and will present a number of so-called weak AI systems and applications that can be applied to specific language teaching and learning scenarios. The latest research results in the field of AI and language learning processes are presented in order to discuss the following questions: How can AI-supported tools be used didactically in language lessons (including DaF)? What are the potentials and limits of speech recognition systems? How can productive and receptive skills be improved with AI-assisted tutorial videos? How can exercises be improved through intelligent error analysis, intelligent feedback and scaffolding? How can AIs support the language teacher's feedback progress? And what about AI-assisted translation services?

© private HS-Prof. University lecturer Mag. Dr Thomas Strasser
University professor for foreign language didactics and technology-supported learning / teaching at the Vienna University of Education. Teacher training and further education, foreign language didactics. eLearning consultant for international educational institutions. Author and reviewer of scientific publications in the field of foreign language didactics, Web 2.0 / 3.0, AI, social media, mobile learning, ePortfolios, TELL, TEL and author of school and methodology books (EFL) and international lecturer.
Contact: [email protected]

10:00 p.m. - 10:30 p.m. CEST

Although Germany has legally recognized the existence of more than two genders (male / female / none / diverse) since 2018, there is still no uniform regulation in the German language as to which pronouns are used for people who neither correspond to "he / him" nor to which "she / her" belongs. In a conversation with Illi Anna Heger we discuss how non-binary pronouns and salutations can be implemented continuously in GFL lessons regardless of the gender entry in German, what challenges there are and what an inclusive, non-discriminatory language looks like can.

Illi Anna HegerIlli Anna Heger has been developing pronouns without gender since 2009, a gender-neutral alternative to "she" and "he". In recent years, these have found their way into books, articles, German dubbing and subtitles. The xier pronouns are used to talk about people who neither he nor she want to use in German. Heger uses for himself in German she and xier pronouns and in English the singular they. Xier deals with gender-equitable German grammar and works as a freelance writer and comic artist in Munich. Xier makes journalistic, autobiographical and documentary comics. For the Goethe-Institut New Zealand she conducted queer comic conversations together with the New Zealand comic artist Sam Orchard.
Contact: [email protected]

Andrea Pfeil © Jacobia DahmAndrea Arrow studied pedagogy with a focus on adult education, communication science and German as a foreign language as well as education management with a master’s degree. She was a speaker in the field of multimedia and distance learning at the headquarters of the Goethe-Institut in Munich before moving to the Goethe-Institut New York as head of language work in 2014.
Contact: [email protected]
 
How can teachers deal with news in German class? I show how I do the show LOGO, the children's news from ZDF, in class, both to teach German and to inform about and about the world. We use interactive slides with a pear deck, we build our own maps with Google Maps and learn together with online games like Quizizz.com. Learning German is fun! This program is authentic, up-to-date and suitable for children and young people. School subject: German social studies / geography. Language level: A2. Targeted study group: 6-10. Class.

© privateSasha Ringgenberg
I teach German language, geography and history to six-graders at the Rilke Schule German School in Anchorage, Alaska, USA. At this immersion school, the students learn natural sciences and social studies in German and they learn how to communicate with the German language. I am interested in technology, projects and strategies that promote communication, creativity and collaboration. In my free time I enjoy nature, I like to ski and I like to go hiking in the mountains.
Contact: [email protected]
The ongoing pandemic has presented exchange programs and prestige scholarships with many challenges, from advertising and the selection process to the implementation of the programs and the planned alumni work after participation. Using the example of two scholarship programs sponsored by the German Bundestag, the International Parliamentary Scholarship (IPS) and the Parliamentary Sponsorship Program for Young Professionals (PPP, jointly sponsored by the US Congress), it is shown what has changed and remains constant in the program design, and how both programs continue to contribute to deepening German-American friendship and cultural policy.

Organizer and keynote speaker

© privateDr. Daniel Villanueva
Program Manager, Congress-Bundestag Youth Exchange for Young Professionals
Chairman, American Bundestag Network (Alumni Association of USA IPS Scholarship Holders)
Cultural Vistas
Dr. Daniel Villanueva has headed the CBYX program at Cultural VIstas since December 2019. After successfully completing his doctorate at Duke University (2002) on CDU European policy, he became Professor of German Studies at the University of Nevada-Las Vegas and then at the University of Nevada, Reno, and a member of the Goethe Institute's trainer network. Among other things, he is a former scholarship holder of the Konrad Adenauer Foundation and the International Parliamentary Scholarship of the German Bundestag. His transatlantic interest was awakened when he was a student when he participated in the German American Partnership Program.
Contact: [email protected]

Other participants:

© privateRachael Agnello, Program Officer, CBYX and PPP alumna
Cultural Vistas
Rachael Agnello has been working as Program Officer in the CBYX team at Cultural Vistas since August 2019, where she leads the selection process for scholars from the USA and is responsible for their support before their departure to Germany. She also advises the US PPP alumni association and is herself an alumna of the 32nd PPP year (2015-2016). From 2017 to 2019 she worked at the American Council on Germany. She is a graduate of George Mason University Honors College.
Contact: [email protected]

© private Jacob Comenetz, Cultural Affairs Officer
German Embassy Washington, DC
Former chairman of the American Bundestag Network
As a convinced transatlantic scientist, Jacob Comenetz advocates German-American relations in the field of cultural and educational policy. At the German Embassy in Washington, where he has been working in the Department of Communication and Culture since 2011, his focus is on the communicative promotion of bilateral exchange programs, cultural programs, the German language, the protection of cultural assets and other cultural diplomatic topics. He previously worked in various roles in media and public affairs in Berlin and Washington, including as a Fulbright Fellow in Journalism, and as a scholarship holder of the IPS program.
Contact: [email protected]

© private Alexandra Drexler, Deputy Chairperson
American Bundestag Network (Alumni Association of USA IPS Scholarship Holders)
Alexandra Drexler has been on the board of the American Bundestag network for 4 years. In her role as Vice President, she organizes many events, conferences and supports the development of the network. Since she is also on the board of the German-American Fulbright Alumni e.V. and works in the transatlantic education sector, she always tries to bring together different actors in the transatlantic world. She has lived in Berlin for 5 years and enjoys traveling in Germany. Alexandra grew up in North Carolina and studied international relations at George Washington University.
Contact: [email protected]


© privatMax Flescher, Senior Program Officer, CBYX
Cultural Vistas
Max Flescher is Senior Program Officer at Cultural Vistas and works on the parliamentary sponsorship program for young professionals, where he is mainly responsible for looking after German PPP scholars in the USA. Max is originally from Raleigh, North Carolina. He began to learn German in the 6th grade. In 2012 he graduated from Wesleyan University in Middletown, CT with a bachelor's degree in chemistry and German. During his studies, Max completed an exchange semester at the University of Regensburg. Max has been working on the Parliamentary Sponsorship Program since 2013.
Contact: [email protected]
If everyone in the world already speaks English, why not learn German? Learning a foreign language has been proven to make you smarter and more successful. Germany is the most innovative economic power and one of the most stable even in times of Corona. To be professionally successful, you need a good qualification, of course. But you can make a career with communication and team skills that open up access to markets and people. Use this chance for yourself and learn German.
 
© privatePhilina Wittke
I manage the North America office of the TU Darmstadt in San Antonio, TX, and teach the course “German for Engineering Students” in the German Department. I studied in Kiel, Bowling Green (OH) and Tübingen. I have been teaching German as a foreign language for 15 years, including at universities in the USA, South Africa and Germany, the Max Planck Institute and language schools for the training of European engineers and international nursing staff. I also have experience with international university collaborations. For example, I headed the DAAD information center in Johannesburg, South Africa, for four years.
Contact: [email protected]
Writing is an individual learning process and as such it requires the cooperation of the learners who actively plan, carry out and revise their writing process. Particularly in the area of ​​planning and revision, differentiated aids can support learners in their writing processes. This virtual workshop introduces text and written feedback techniques that target the individual needs of learners. The participants will be able to derive their own approaches for their learners, which enable both internal differentiation and individual support for the learners.

© private Juliane Müller de Acevedo is a qualified commercial teacher and trainer for teachers in secondary and higher education. She is currently working as a teaching expert and head of the PASCH initiative at the Goethe-Institut São Paulo. Her main research interests are multilingualism, language diagnostics, language-sensitive subject teaching as well as methodology and didactics in GFL lessons.
Contact: [email protected]

10:30 pm - 11:00 pm CEST

Languages ​​and thus language learning are closely linked to identity. Even in beginner lessons, learners talk about themselves, their experiences and their relationships with other people. How can German teachers help their learners to express gender identities outside of the masculine-feminine dichotomy? In this lecture, gender-inclusive variants in the German language will first be briefly presented. Then, using practical examples, participants get to know strategies on how to make their own lessons more gender-inclusive at all levels.

Steffen Kaupp | Photo: Mark Römisch © Goethe-Institut BostonDr. Steffen Kaupp heads the language work at the Goethe-Institut Boston. One focus of his work is in the area of ​​“inclusivity and diversity in DaF curricula” as well as the creation and implementation of virtual and blended learning courses. Until 2019, Steffen worked as Assistant Teaching Professor of German at the University of Notre Dame. With an international team of co-authors, he published an innovative beginner and intermediate level textbook, Impulse Deutsch, at Ernst Klett Sprachen in 2019 and 2020.
Contact: [email protected]
Music is an important tool for teaching German to children. Not only is it fun, it can help you learn and love the language. Explore the many ways to use music online and learn about the best teaching strategies for teaching music in the classroom. This presentation particularly emphasizes immersion teaching, but can also be helpful for other teachers.

© private Michael Young is a German teacher from Tooele, Utah. He has been teaching German in an immersion program at West Elementary for five years. He studied at Brigham Young University and Western Governor’s University and is a member of the world famous Tabernacle Choir on Temple Square. He is also an author and has published several novels and other books. He now lives in Tooele with his wife and two sons.
Contact: [email protected]
'German traces in ...' is a worldwide project of the Goethe-Institut that has existed so far for Brazil, Greece, Israel and a few other countries. With a multimedia app that can be downloaded free of charge, the user can virtually visit different places in a country that are somehow connected to Germany. The Goethe-Institut Montreal has now also implemented this app for Canada and has also created an accompanying website on which, among other things, didacticizations for selected tracks can be downloaded that are also suitable for virtual lessons. A selection of these materials, which include worksheets and vocabulary lists, will be presented in the workshop.
 
© privateInken Kaumann
works as a DAF teacher at the Goethe Institute in Montréal and at the DSQ Saturday School St-Hubert. Before emigrating to Montréal in 2010, she earned a master's degree in linguistics, English and French and obtained the DAF certificate from Christian-Albrechts-Universität zu Kiel.
Contact: [email protected]

© privateArnim Seelig has been working as a German teacher for ten years and has been teaching at the Goethe-Institut Montreal since the beginning of 2015. He has a Masters in études allemandes from the Université de Montréal and has also given DaF courses at the Universities of McGill and Concordia.
Contact: [email protected]
 
Our Sustainable Future (North America) is a competition that offers German teachers the opportunity to combine and strengthen their German lessons with CLIL. At the same time, students are challenged not only to deal with important sustainability issues, but to take action. Our Sustainable Future is being advertised for the second year in the North America region for the 2020-2021 school year. Current information on the competition can be found at http://www.goethe.de/stepintogerman/nachhaltigkeit.

Our Sustainable Future is a follow-up project in a series of high-ranking sustainability projects: Greening with Goethe (2012/2013, India), which was named as a project of the United Nations Decade of Education for Sustainable Development and the environment makes school (Eastern Europe and Central Asia), which was awarded the seal of quality "Project Sustainability 2017" by the Federal Ministry of Education and Research and the German UNESCO Commission as an outstanding educational initiative for sustainable development and by the Council for Sustainable Development (RNE). Our Sustainable Future was also named by UNESCO as a “best practice example” in 2020 as part of the creative ESD practices in times of Corona.
 
© private Thomas Flanagan is PASCH Language Program Officer at the Goethe-Institut Washington
Contact: [email protected]
German Fox is a blended learning software that makes it easier for teachers to design contemporary teaching in classroom teaching as well as in the virtual classroom. Exciting and varied lesson content as well as diverse self-study modules interlink teaching and eLearning in the best possible way. We will talk about the topics of blended learning, internal differentiation, motivation and flipped classroom and then look at how they work with German Fox implemented.

© private Carolin Aschemeier is the founder of the German startup German Fox. After studying to be a teacher (French, Spanish, German as a second language), she taught German at two grammar schools in Paris and then went freelance as a private teacher for German as a foreign language. For over four years she has been teaching in various cultural exchange programs and preparing foreign specialists and students for their life in Germany in online lessons. She speaks four languages ​​fluently herself, is currently learning the fifth and contributing German Fox continue their expertise in foreign language learning and teaching.
Contact: [email protected]

11:00 p.m. - 11:30 p.m. CEST

Black Lives Matter and other anti-racist movements have been trying to combat social injustice and discrimination for decades. But sustainable activism often fails “at the latest” because of the endless loop of education. Power structures and discrimination are continuously learned and taught. With the murder of George Floyd, it seemed like racism was finally getting the attention it deserved, but after just a few weeks we could see how short-lived and problematic this momentum was. How can we teach anti-racist long-term and what do we have to do to change something sustainably?

© Dennis Krischker Angelo Camufingo is a German / Angolan activist (Black Lives Matter Berlin), diversity and inclusion advisor, awareness trainer and anti-racism speaker in the student committee of the University of Potsdam. He is currently completing his Master of Education in English and French, where he has a focus on marginalized realities. In addition to practical school experience during his studies, he briefly taught a primary school class and for three years as a group tutor. Angelo also researches the development of transcultural discourses in German framework curricula, knowledge hierarchies and auto-ethnographic work on power structures and colonial continuities.
Contact: [email protected]

11:30 p.m. - 12:00 p.m. CEST

The German Digital Children's University (Kinderuni) is a free educational project run by the Goethe Institute for children aged 8 to 12. It offers the opportunity to get to know different areas of knowledge and to deal with the German language. There are a total of 45 lectures with Professor Einstein, his assistant Mrs. Smart and the drone JOWO, which are based on the documentaries of the show with the mouse. Christoph Biemann, the man in the green sweater, also plays in the lectures.

The German digital junior university is a free educational project of the Goethe-Institut for young people. It offers the opportunity to find answers to the most exciting questions from the fields of robotics, space travel, technologies, nature research, energy and sustainability and to learn the German language in the process.
 
Dr. Anne Schönhagen has been the head of language work at the Goethe-Institut in North America since 2019. She conceived the children's university and junior university project while she was in Moscow as head of language work in Eastern Europe Central Asia and developed it with her team.
Contact: [email protected]

© privateKathrin Engler studied art history and ethnology in Bonn, Rome and Berlin. After volunteering in a museum at the ZKM Karlsruhe and at the Kunstmuseum Wolfsburg, she worked as a project manager at the University of the Arts and most recently in the year of German-American friendship Wonderful together. In March 2020, Kathrin Engler switched to the language department of the Goethe-Institut Washington, where she is in charge of the Children's University and Junior University.
Contact: [email protected]
 
The localization industry for foreign language films is experiencing a new boom in the age of globalization and streaming services. Today, film and television material is published simultaneously in various national languages. This lecture provides impetus on how dubbing can also be used productively in German foreign language lessons. Using examples from media and introductory courses, it is clear how the process of translating film scripts, lip-synchronized speaking of dialogues and post-processing of the synchronized material promote and demand the learner's skills in understanding and producing the German language in an intercultural context.

© private Nick Ostrau (B.A. Ludwig-Maximilians-Universität München; University of North Carolina at Chapel Hill) is Language Program Director and Research Assistant Professor in the Department of German Studies at Dartmouth College. He taught at the German School at Middlebury College for 8 years and was Vice Director there for two years. In addition to foreign language acquisition, he is particularly interested in the literature and culture of the German Middle Ages and folklore. Nick is currently working on his new German course www.germanchatterbox.com.
Contact: [email protected]
 
Do you know how and where, as a German teacher in the USA, you can get fast, efficient and sustainable help for your lessons? Have you been teaching for a long time and would like to give German teachers professional support and further training as a Goethe coach? This presentation introduces the US-wide coaching program and shows which free offers you can take advantage of immediately and what the coaching training looks like.

© privateAjkuna Hoppe works in the educational cooperation German department at the Goethe-Institut New York, where she coordinates projects to promote German as a foreign language in the USA. She studied cultural anthropology at the University of Tübingen and at the Graduate Center of the City University of New York and worked as a translator and editor in Europe, the USA and Asia. Before joining the Goethe Institute, she was a lecturer in anthropology and rhetoric at Hunter College and John Jay College in New York City.
The Netflix trap in class - when virtual class is seen as edutainment. Who does not know it - the lessons and the group work are prepared, and the speeches were sent to the participants before the lesson - only our learners seem to want to be sprinkled rather than actively involved. This short virtual workshop is intended to illustrate how to actively involve your learners in the classroom and how to bring the “inter” back into the interaction. Please have your mobile devices within reach.

© private Miriam Swatuk studied German at the Otto Friedrich University in Bamberg. She has been teaching language courses at the Goethe-Institut Toronto since 2012 and also works as a trainer for German teachers on a national and international level.
Contact: [email protected]


© private Marje Zschiesche-Stock studied German and English for high school teaching at the University of Göttingen. Since 2014 she has been working at the Goethe-Institut Toronto, where she teaches German language, cultural studies and literature courses and gives further training on a national and international level. She is responsible for the USA and Canada as a specialist advisor for Cornelsen Verlag Berlin.
Contact: [email protected]
GAPP goes virtual! GAVE (German American Virtual Exchange) is GAPP's virtual exchange program. It enables teachers to offer their students a cultural exchange with a partner school in Germany without leaving the country. The students complete exciting tasks and practice their German with an exchange partner. Support, guidelines and materials are provided to you free of charge. In this presentation you will learn how a GAVE exchange is carried out.

© privateMolly Rowland studied Spanish, German and translation studies with a bachelor's degree and German with a master's degree. As part of her master's degree, she spent a year in Salzburg and worked as a graduate assistant at the International Relations Office. After graduating, she taught German at all levels as a teacher at a high school in North Carolina. There she also acted as Study Abroad Advisor for CIEE as well as GAPP coordinator. She has been Managing Director at GAPP since February 2019.
Contact: [email protected]

12:00 p.m. - 12:30 p.m. CEST

Michael Shaughnessy will speak about the challenges teachers face during the CORONA crisis. He will outline some of the particular social, historical, and technological challenges facing German as a foreign language in the United States.

© privateMichael Shaughnessy (Mike) is the executive director of the American Association of Teachers of German. He leads a team to support and improve German teaching in the United States. Dr. Shaughnessy combines a passion for educational technology and German studies and has developed a success story of innovation in the classroom in over twenty years. His portfolio includes language learning software development, distance learning course management, data visualization projects, development of partnerships between private and government sponsored companies, exchange programs, and data-driven decision-making for higher education, to name a few. He has a passion for German-American studies and is an expert on the German-speaking immigrant communities in Pittsburgh, PA.
Contact: [email protected]
 
Step into German is a digital learning platform for young German learners in the North America region, under the leadership of GI San Francisco, in cooperation with the Goethe Institutes in Mexico City, Montréal and Toronto. The aim is to bring young people closer to the German language, country and culture through key cultural topics. In five categories - music, football, film, sustainability and Germany - topics are prepared and made freely available both in terms of content and teaching materials in four different languages ​​(German, English, French and Spanish). This is why Step into German is particularly popular with German teachers. In contrast, Step into German is known among young people for its competitions held in all categories, the aim of which is to get young German learners personally enthusiastic about the German language and culture. We are pleased to be able to give all GETVICO participants an insight into Step into German.

© private Lisa Klien studied English and American studies in Graz and Barcelona and has devoted himself to international projects in the field of culture over the past nine years. Very fresh at the Goethe Institute San Francisco, she is responsible for curating the content of the youth learning platform Step into German.
Contact: [email protected]
This lecture is about ways to conceive “German” in the plural and to bring culture closer to you as multidimensional, multi-perspective and heterogeneous. Our examples come from our work Impulse German 2, especially the fifth chapter, which treats the history of Germans as being shaped by migration and exchange. In units on culture, food, language and activism, we show how language skills and intercultural skills can be conveyed through an accurate and pluralistic picture of Germany and German culture in the 21st century.

© private Nicole Coleman is Assistant Professor of German Studies at Wayne State University in Detroit. She teaches German Studies and Global Studies. She has been leading the language program at Wayne State since summer 2020. Her research focuses on contemporary literature, with a special focus on human rights and migration, as well as cultural mediation and intercultural competence in foreign language teaching. Coleman and several co-authors published the second part of the German textbook series Impuls Deutsch this summer, in which the plurality of German-speaking countries plays a central role.
Contact: [email protected]

© private Joela Jacobs is Assistant Professor of German Studies at the University of Arizona. She researches and teaches in the areas of German-Jewish identity, environmental humanities, animal and plant studies as well as the history of science and questions of gender / sexuality in relation to German-language literature and culture. Her focus in course and curriculum planning is on transcultural and interdisciplinary perspective-taking, collaborative and active learning (technologies) and decolonizing approaches to diversity, equity, and inclusion.
Contact: [email protected]
I would like to show how linguistic learning processes can be enriched by the diverse "hidden perspectives" from the German-speaking area (and beyond!). The aim is to enable learners to discover the diverse stories and perspectives that lie beneath the surface of everyday communication I would like to illustrate how this can look in concrete terms through examples of working with music, short texts or materials for discovering the background of specific places, views or objects in German-speaking countries and elsewhere.

© private Charlotte Steinke is doing her doctorate on culture-related and discursive learning at the Herder Institute of the University of Leipzig and has been DAAD lecturer at the Universidade Federal de Minas Gerais (UFMG) in Belo Horizonte, Brazil, since 2018. She is particularly concerned with empirical research into culture-related learning processes. Before joining UFMG, she worked at the Herder Institute at the University of Leipzig and as a freelance teacher for German as a foreign language. Another area of ​​interest of Ms. Steinke is the investigation of tandem projects as well as teaching and learning in digital environments.
Contact: [email protected]
At the Boston University Language Center (Geddes Language Center), we worked with teachers from various foreign language programs to develop a hybrid model for distance learning of our language courses. The approach consists of a consolidated four-part hybrid online model that includes (1) preparation, (2) live lecture, (3) discussion and application or practice, and (4) homework. It can be used as a model for other intensive courses and programs. I pay special attention to how collaboration between teachers and technical support staff can strengthen our programs, whether online or in the classroom.

© private Mark Lewis