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Global Simulations by Kate Napier

Global Simulations by Kate Napier. Simulations as a tool/technique for language learning and teaching. What is a simulation?. Generally done online Interaction between people in many different places Focused around a particular interest, event or conflict. Real World vs. Simulation World.

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Global Simulations by Kate Napier

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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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