Methodological guide.pdf - Implementing Intercultural...

This preview shows page 1 - 4 out of 40 pages.

Project: 22470-CP-1-2005-1-DE-Grundvig-G4 Implementing Intercultural Learning Activities A Methodological Guide Vienna Liverpool Patras
Contents Introduction I Concepts of Intercultural Learning 1. Defi nitions 2. A Conceptual Model of Intercultural Learning 3. Goals, Competencies and Outcomes in Intercultural Learning II Successful Intercultural Learning Activities 1. Infl uencing Factors 2. Working with Intercultural Groups 3. Managing Group Work for Intercultural Learning III Designing Intercultural Learning Activities 1. Introduction 2. Guiding Principles 3. Intercultural Learning Activities - Planning, Implementation and Evaluation IV Good Practice in Intercultural Learning 1. Mainstreaming Intercultural Learning 2. Common Elements that enhance Good Practice in Intercultural Learning Activities Annexe and References Implementing Intercultural Learning Activities A Methodological Guide 1 Contents In addition to this methodological guide the NILE network has developed the following tools to support the process of intercultural mainstreaming in the field of adult education: - The DVD “Transfer” with good practice examples from Greece, the UK and Austria - Guidelines to support the intercultural opening of institutions - The newzine “Get InterCultural” with different articles related to the media diversity issue The tools are available for download from the website: Project: 224790-CP-1-2005-1-DE-Grundtvig-G4PP Final editing: Dr. Beate Schmidt-Behlau Production and Printing: Leppelt Grafi k & Druck GmbH, Bonn Published by: dvv international Obere Wilhelm Str 32 53225 Bonn [email protected] © dvv international 2008 Th is publication has been supported by the European Commission through the Grundtvig 4 Action of the Socrates Programme. The content of the publication does not reflect the position of the European Commission nor that of any Socrates National Agency, nor does it involve responsibility on their part.
Th is guide has been developed by a working group of the Network for In- tercultural Learning in Europe (NILE) 2 . The network intends to address the challenges of intercultural learning across Europe and this guide aims to support practitioners who are contributing to the development of this approach to learning. In the field of adult education and lifelong learning a common feature of learning groups is diversity. Although diversity is always visible in any teaching or learning situation because individuals have different learning styles, preferences and varied life experience, it must also be acknowledged that in many European countries constant migration and mobility have also brought an additional cultural dimension to the situation the teacher or fa- cilitator faces. Although this diversity is not always obvious, factors such as different value systems affecting for example, how men and women relate to each other or how the role of the teacher is perceived can have a major infl uence on the learning process and outcomes.

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture