Is IGNOU good for a distance MBA

Virtual conference for German teachers


© Claudia Riemer After studying and doing a doctorate in DaF as well as habilitation in language teaching research, Prof. Dr. Claudia Riemer has been Professor of German as a Foreign and Second Language at Bielefeld University since 2002. It cooperates with various universities in Brazil, China, Cameroon, Poland and Hungary and is particularly committed to the further development of academic German teacher training (e.g. Dhoch3) and the promotion of young scientists. Her work focuses on the areas of language teaching and learning research, didactics of German as a foreign and second language, and research methodology in empirical foreign language research.

Contact: [email protected]


Motivation to learn German in a globalized world

In my lecture I would like to talk about the important role of motivation in learning German. We all have experience that shows that motivation is crucial for successful language learning: Motives, interests, ambitions, attitudes as well as personal and professional goals play an important role not only for the decision to learn a foreign language, but also for further learning - but The relevance of foreign languages ​​in a globalized world, the relevance of the foreign language in the context of the regional education system, the design of foreign language teaching and the social situation are also of great importance.

The lecture will summarize research results and in particular explore the reasons for learning the (further) foreign language DaF, especially from the perspective of learners - and what prevents them from doing it. Using examples, I would like to discuss what these research results can mean for promoting motivation and creating or maintaining a positive teaching climate in language teaching.

© Uwe KoreikProf. Dr. Uwe Koreik: Studied history and literature at the Universities of Bonn, Bielefeld and Cologne; Doctorate and habilitation in German as a foreign language. Stays abroad as a DAAD lecturer in Durham, Sofia and Prague. Worked for several years as head of the language center at the University of Hanover. Since 2006 professor for German as a foreign language with a focus on cultural studies at Bielefeld University. Since 2009 Vice President (K-TDU) for the establishment of the Turkish-German University (TDU) in Istanbul. Special research areas: cultural studies in German as a foreign and second language, test comparisons, use of images and films in language lessons, German history in regional studies lessons, specialist history.



Plural cultural mediation in GFL lessons - ideas for didactic approaches

“Learning a language is always learning cultures” is a popular dictum by Krumm (1998). And who does not know that behind vocabulary in GFL lessons for beginners, such as “bread” or “dinner”, there are concepts that require explanation in other parts of the world. And specific “cultural patterns of interpretation” (Altmayer) are even more effective when it comes to abstract terms such as “freedom” or even phenomena such as “anti-Semitism”.
Despite all the differences, it can be stated that globalization has led to processes of cultural alignment around the world in the last few decades. (Almost) everywhere in the world - at least in the cities - there are McDonalds, Starbucks and cinemas in which American films are shown. We use the internet, shop at Amazon and wear Nike trainers. There are processes of cultural alignment around the world, but these cannot hide the fact that there are still major differences that can still be tied to national categories.
Cultural mediation can be carried out discursively in GFL lessons, but this requires a relatively high level of language and a sufficient degree of world knowledge among learners of German as a foreign language. One can also take the position that, depending on the learner group, information must also be passed on. Roger Fornoff and I favor the term “plural cultural mediation” for this. And this plural cultural mediation always has a cognitive as well as an affective side. For this purpose, examples should be presented in the lecture that stimulate a possibly varied implementation in one's own teaching.

© Amrita DharaAn experiment and a passion. So sees Amrita Dhara her job as a DaF teacher and trainer. With over 20 years of experience at the Goethe-Institut in India (including eight years in the German educational cooperation in Mumbai), she enjoys working with teenagers and young adults as well as with German teachers. She is currently working as a teacher at the Goethe-Institut Mumbai and as an advanced trainer and DLL trainer in South Asia with a focus on action-oriented, interactive and creative German lessons, working with different types of text and varied phonectics lessons.

Contact: [email protected]

Poems and rap in phonetics class
Repeating and reading out loud, now and then a pronunciation game. And then it goes on with the "essentials", namely vocabulary, grammar and text work. Targeted phonetics training in everyday teaching is often neglected. But we know that pronunciation as a partial skill for listening and speaking is just as important as the other foreign language skills. Because the best grammatical, lexical and regional knowledge can become less important if it is difficult to understand because of problematic articulation or unusual sentence melodies. Poems and rap songs can make phonetic training for young people lively and colorful, bring them closer to the word and sentence accents of the German language and train them to speak rhythmically. In this workshop, the participants will reflect on the most frequent pronunciation problems of their learners and get to know some interesting and creative examples of exercises for phonetic training using short poems and rap songs, and sometimes also write poetry themselves. At the same time it is achieved that they come closer to part of the German literature and music scene.


© Amruta Kulkarni Woman Dr. Amruta Kulkarni has worked as Assistant Professor of German Studies and Head of the German Department at Fergusson College, Pune, since 2010. In December 2019 she did her doctorate at Pune University in the field of reversal and migration literature. She has held workshops at a number of national and international conferences on GFL teaching and has presented several papers in the field of German studies. In addition, as a member of the Board of Studies, she contributed to the development and enrichment of the Bachelor's degree in German studies in Pune. She was one of the authors of a trilingual dictionary, namely Elemetary and Essential Marathi-German-Russian Lexicon.

© Vaishali Dabke After completing a master's degree in German studies at Jawaharlal Nehru University, Delhi, she was a womanVaishali Dabke from 1990 to 2017 at Sir Parashurambhau College, Pune and since 2009 at the Goethe-Institut, Pune as a DaF teacher. She has given lectures and workshops at a number of national and international conferences. As part of her teaching at college, she dealt mostly with large groups. In this respect, she has worked as an active member of the "Large Group Didactics" project. She is one of the authors of the textbook "Hallo Deutsch 1 und 2." As a member of the Board of Studies for Foreign Languages, she has contributed to the development of the 11th and 12th grade curriculum She is currently working as a BKD project officer at the Goethe-Institut Max Mueller Bhavan Pune.

"Goethe in GFL lessons: Possibilities and perspectives"

The Goethe-Institut is well known in the GFL classes, but not every student at the Goethe-Institut has information about Goethe's life and work. This topic "Goethe - his life and work" turns out to be too challenging a topic for most DaF teachers to use in the ‘A’ and Stufen B ’levels. This is why there is hardly any room for this topic in GFL lessons.
This workshop gives an insight into the life and work of Goethe. It is achieved to go into some fundamental and important facts about Goethe's life and to convey them in the classroom. In addition, an attempt is made to make the literary-aesthetic enjoyment tangible for the learners using a few short lyrical texts by Goethe and videos.


Dr. Annegret Middeke has been a research assistant in the Department of Intercultural German Studies, ZIMD: Additional qualification interculturality and multilingualism, DaF / DaZ at the Georg-August-Universität Göttingen and managing director of the Association of German as a Foreign and Second Language since 2005. She is a member of the DACHL committee of the IDV, the DaF network of the German Jordanian University, Amman and editor of the series materials German as a foreign and second language.
Teaching and research focus: intercultural language and literature didactics, German as a technical and professional language, intercultural textbook research and development, prosody and metrics, specialist discourse German studies / DaF worldwide
Dr. Matthias Springer has been employed at the DaF Institute of the LMU Munich since the 2007/2008 winter semester. His subject area includes regional studies and cultural studies issues in the subject. He also teaches in the field of intercultural philology and is responsible for imparting quantitative-statistical methods in connection with applied cultural studies and language teaching research.
His research focuses on computer philology, transcultural spaces as heterotopias, foreign language didactics as applied cultural studies and education for sustainable development.
He has been the institute's course coordinator since the 2012/13 winter semester. As a master user, he oversees the digitization of teaching at the institute. Since 2018, the DaF @ LMU-ChAN partnership project has been leading the LMU's China Academic Network.

Humor in intercultural GFL lessons

Humor is a highly complex matter and at the same time one of the most anthropologically natural phenomena of all. The Viennese psychiatrist Viktor Frankl calls it an “existential”, a feeling of happiness that strengthens the immune system - neurophysiology, a human characteristic with a high attractiveness factor - the magazine “Men's Health”. Humor has a variety of forms of expression, is closely linked to jokes, tragedy, laughter, irony, comedy, etc., and is always only tangible through its effects. Success in humor is based on the correspondence of the code of the humor sender and recipient (cf. Hoffmann 2008: 211), i.e. it is tied to a dialogical form of communication, for which even a separate humor communication model has been developed (cf. Kassner 2002: 61ff.)
In the workshop we deal with concepts of humor, the didactic application possibilities and intended effects (learning goals) as well as the question of the extent to which interculturality can play a role without falling victim to the ubiquitous culturalization pieces and stereotyping dangers. In the practical part, current GFL textbooks are to be analyzed with regard to their (intercultural) humor potential.
Frankl, Viktor (1994): Logotherapy and Existential Analysis. Texts from six decades. New, ext. Issue. Berlin; Munich.
Hoffmann, Tina (2008): Humor in the theater with foreign language students or: Why comedy? In: Hoffmann, Tina; Lercher, Marie-Christin; Middeke, Annegret; Tittel, Kathrin (Ed.): Humor: Cross-border varieties of a cultural phenomenon, 205–213.
Kassner, Dieter (2002): Humor in the classroom. Baltmannsweiler.
Men’s Health (2018):
Springer, Matthias (2013): Humor from the computer? Basics of a web application for testing comedy in narrative texts. Frankfurt am Main: Long.

© Anvanya Sardesai My name is Anvaya Sardesai. After completing my MA in German studies at the University of Mumbai in 1982, I have been an honorary lecturer at the University of Mumbai, Department of German since 2009. I am a scholarship holder with research stays at the Hamburg University (2011) and at the Georg-August University of Göttingen (2012 and 2016). In 2018 I did my doctorate on the intercultural communication of post-war German short stories in Indian German studies, supervised by Prof. Dr. Vibha Surana. In 2019 the doctoral thesis was published by Verlag Königshausen und Neumann as volume 2 of the series Germanistik-Komparatistik-Medienwissenschaft as a book and e-book.
I am currently teaching literary texts (including short stories and poems) at the Advanced Diploma level BI, and since last year I have selected short stories A2 to C2 for the Advanced German Skills course based on the language level.
I write poems in Marathi, English and German as a hobby and translate my poems. I have translated some German stories into Marathi and published them in magazines.
I have translated two short stories from Marathi into German and these contributions have been published as part of the Mumbai University translation project 2011 - Simply Human - Short Prose from India (Draupadi Verlag).
My contribution Portrait of Mahatma Gandhi was published in the autumn 2013 edition of the student magazine FALL of the University of Hamburg.

Treat a German short story in an interactive way at levels B1 and B2. Considerations, suggestions and practice based on the short story sledging by Helga M. Novak

Nowadays, literary texts are almost neglected in the GER. The German short story as a literary form can, however, be dealt with in DaF lessons from level B1, in an interactive way. Because brevity is the soul of the joke. How is it possible to playfully deal with a short story as a literary text? I would like to show that using a text example.
The texts at level BI should firstly be linguistically appropriate, i.e. simple and short. I would like to show how I would introduce a short story (here sledding) in a two-hour lesson and treat it interactively. Learning objectives would be: to understand the text linguistically, also to be able to find (and understand?) Cultural and intercultural references that are in it, and in this way to get to the content, topic and message of the text and thus to the socially critical function of the short story. I also do creative tasks with the text so that the participants don't lose interest in the literary text. I try to be playful.
In the workshop I would give two more texts that the participants could analyze and introduce themselves as short stories so that I also get other perspectives on teaching and learning.

© Aparna Sahasrabudhe After studying German (M.A.) at Pune University Dr. Aparna Sahasrabudhe passed the NET exam and qualified. In 2017 she did her PhD at the Savitribai Phule University in Pune. The topic of her doctoral thesis is: Cultural studies in DaF lessons in India: problems and possibilities. For 17 years she has been teaching German as a foreign language at the Engel Institute in Aurangabad, which she founded in 2003. This language institute offers courses from A1 to C2. She spent four years at Dr. Babasaheb Ambedkar University in Aurangabad teaches part-time courses. She currently teaches the Advanced Diploma Course and the B.A. Course at the University of Mumbai. She works mainly in the adult sector.
She also did GDS at the Goethe-Institut i.e. Max Mueller Bhavan in Mumbai and 6 DLL units. She has attended numerous advanced training courses in Germany and India.

© Sayali MahajanSayali Mahajan started her career as a German teacher at the Engel Institute in 2013. She later completed her master's degree with a major in didactics at the German department of the SPPU, obtained C2 certificate at the GI Mumbai and gained experience as a German teacher at the German department SPPU, at multinational companies and also as a private trainer. During her short 6 month stay in Johannesburg, South Africa in 2017 she successfully completed the examiner training at the GI Johannesburg, also took part in internships, seminars and worked as a substitute teacher. During this time she has always remained connected to Engel as a guest teacher and examiner and has now been teaching in Aurangabad again since July 2020.

"Practical teaching ideas and suggestions for effective and interactive online teaching"

The corona pandemic in 2020 led to an exceptional situation that presented teachers with new and unpredictable challenges.Before this pandemic, teachers always preferred to design interactive face-to-face lessons that consist not only of cognitive but also of various physical activities such as group games, with which the learners can always remain motivated to learn German better, to enjoy group dynamics and ultimately a lot Having fun studying. Although teachers used materials online from time to time, they were only used as add-ons. This new revolution in the field of language teaching has forced teachers to discover new methods for themselves, to develop them, to try them out in the classroom and thus to make the teaching of the language just as effective as in face-to-face teaching.
In our workshop we would like to introduce the following tools that help in teaching and practicing the areas of language teaching mentioned below. These tools are shown on the basis of examples and at the end the participants get a chance to try out these tools themselves and to check their effectiveness for their own teaching.
Speak: Padlet
Grammar: Live Worksheets
Vocabulary: Quizlet, Wordwall

© Christiane Bolte-CostabieiChristiane Bolte-Costabiei has taught for many years at the Goethe-Institut Frankfurt, among other things, and since 1999 has been working worldwide as a training manager with very different methodological and didactic content in addition to other activities. In the meantime, she worked for a number of years in the team on the website "Schools: Partners for the Future" at the Goethe-Institut. Her very multi-faceted work - from writing to working on exciting DaF / EU projects and, above all, the training and further education of teachers and trainers - enriches her professionally again and again.

Words in motion

In this online workshop you will refresh the theoretical basics and methods in the field of vocabulary teaching. Both formats are taken into account here, face-to-face and online lessons. The workshop is practice-oriented. You simulate a selection of methods yourself, which you can then use directly in your lessons. This activates both movement and all of the senses. In the workshop they become active themselves and participate.


© Claudia BöschelClaudia Böschel (M.A.) is a freelance lecturer and author in the fields of German as a second and foreign language and sport. She is active in teaching as well as in teacher training and further education, with a lot of passion for didactics and new methods and materials. Through her work in Alzheimer's research, she deals intensively with the processes in the human brain and develops programs such as B. "Language in motion" or "Finger yoga for the classroom". You can find them on YouTube with many contributions according to the motto: "Teach better".

Rhythm in class

Rhythm is in our blood. Our instinct is to sing, dance and clap. We no longer forget what we learn rhythmically. So why not use it more in class? In this workshop we learn body percussion, drum variations and everything about rhythm and language. This will make the next course a lively affair, with a lot going on.

Language in motion

As a pioneer when it comes to movement in language teaching, many of my ideas are already circulating around the world. It is time to convey new ones, because there is so much more to discover. The combination of language and movement is one of the best ways to learn faster and, above all, more sustainably. Try it out and let's work out small, but very effective movement patterns together - for online lessons, under hygienic conditions or quite normally with small or large groups in attendance.

© Dusmanta Chakra, my name is Dusmanta Kumar Chakra. In Pune I learned German at the Goethe Institute and studied German at the university. For a long time I have been working as a German teacher with different age groups at different institutes: sometimes with children and adolescents in school, with adult beginners at the university, also at the hotel management institute and in the company course. I have been a teacher at the Goethe Institute since 1995 and participated in the BKD / PASCH / IGNOU project. With films, music, fairy tales, poetry and theater, I have designed the learning environment of my lessons with full splendor. And it is worth being able to grasp and touch the zeitgeist of a generation of learners. I would like to share my experiences through fairy tales.

Fairy tales in class

Back in the days, I was deeply moved by three good phrases from the vernacular: There is no such thing as a people without fairy tales. A fairy tale can never hurt. The fairy tale educates.
Isn't it surprising that fairy tales bring great joy to storytellers, listeners, educators and learners? Can fairy tale lands take something from each other? These questions form the central theme of my presentation.
In fairy tales, good triumphs over evil. The conflict between the hero and the villain is the crux of the matter. The narrative technique and the choice of exercises are part of the effective design of the story time. The rhythm, the singing, the use of facial expressions and gestures join in. The content remains in the listener's memory for a long time. The recurring form of the fairy tale fascinates us, like the circle of the seasons. If you transfer a fairy tale to another culture, the creative flourishes with the creative melody.
I invite you to such a simulation!

© Frauke Schweers-HampI am a passionate teacher and trainer. I have been living in New Delhi since 2018, previously worked in Italy, Germany, Indonesia and Namibia and was able to gain experience with a wide variety of learning groups. What all cultures in the world have in common is enthusiasm for the new language when German lessons are creative, varied and stimulating using a variety of methods. My mantra is that learning and teaching German has to be fun and that we have to actively involve our students in the learning process. I try to convey this in all of my training courses.

"Music moves everyone" songs as the key to intercultural understanding

Language acquisition should always go hand in hand with imparting the new culture and values, and our course participants rarely get access to it as quickly as through music. Regularly playing songs not only creates a good atmosphere in class, but also helps our German learners get to know something about life in Germany, discover similarities and differences and maybe even identify with the target language country. Colloquial song lyrics have the advantage that they appear authentic. In addition, the emotional component is strongly addressed, which has been proven to lead to sustainable learning success. After a short theoretical excursus on the concept of interculturality and the importance of always reflecting it in a contrasting way in the classroom (cultural comparison), some songs are presented and example lessons are shown.

At the end there is a list of favorite songs to listen to and sink in.

© Gauri Brahme, my name isGauri Brahme and am currently working as a German teacher at the Savitribai Phule Pune University German Section. I teach both the beginners and the advanced. I like teaching and that's why I've been a teacher for 20 years. Since last year I have also been teaching Marathi as a foreign language to some foreigners online. It is a new field and gives me a lot of new impulses. I'm always ready to try out new teaching ideas, plans, and approaches in my German lessons and that's why I'm interested in advanced training seminars that always offer something new.

© Pallavi Gorey I am Pallavi Gorey. I have been teaching German since 1999. I am currently teaching German at the Savitribai Phule Pune University and also at the S.P. College active. In college I always have large groups of around 120 students. And that's why I always try to deal with this group in a communicative and interactive way.
I am an active member of the theater company in Pune. So far we have done many performances in German in India and also in Germany.
I have also worked as a translator for Bollywood films for 21 years. So far I have translated subtitles into German for more than 80 Bolllywood films.


Practice skills online
The promotion of the four skills or speaking, reading, writing and listening skills is the focus of DaF lessons. The online turnaround around the world has in part forced teachers to redesign their German lessons and look to the promotion of these skills in a new way. In our presentation we show which changes can be made or are possible when teaching German online and dealing with the four skills. To design an interesting online lesson, we would also give some ideas, suggestions, tips. These tips and suggestions would help large groups as well as small groups. We also talk about which changes we succeeded in making in the classroom and which went wrong.

© Helen Jhaveri I am Helen Jhaveri from Mumbai. I learned German at the Goethe-Institut Mumbai and then completed German studies at the university. During this time I also taught German as a foreign language at the university for two years. In 2002 I graduated from the DLA. Since then I have been teaching at the Goethe-Institut Mumbai. I teach all levels from A1 to C2 including PWD and online group courses. I am also a trainer for online tutors, lead DLL courses and conduct workshops.

Writing is fun

It is often the case that writing a text is not one of the learners' favorite tasks. And we are of course aware of the important role that writing training plays in the classroom. The motivation of the learners must be maintained and expanded for every teacher. This is particularly successful when the tasks are really interesting for the learners.
Helen Jhaveri offers you promising suggestions on how to optimally integrate writing into the classroom. It introduces you to specific exercises and tasks.
In this workshop you will get valuable tips on how to activate your learners and motivate them to write. The different occasions for writing enable contemporary, internally differentiated, individual and joint learning.


© Jennifer M. SwandaJennifer M. Swanda has been working as a consultant for German as a foreign language abroad since September 2016 Ernst Klett Languages in Stuttgart and looks after the regions of North Africa, Middle East and Asia. In addition to her work as a teacher at the Goethe-Institut in Bangalore and at youth courses in Germany from 2009-2016, she was also a multiplier and national seminar leader in India.

She also works as a freelance language specialist and translator for English-German (Mercedes Benz R&D, Bangalore).

© Rainer KochRainer Koch has been working at various institutions in the DaF area for over 25 years, e.g. the Goethe Institute, the VHS and private providers. Since 1996 he has been teaching at the Center for Languages ​​and Media Didactics at the University of Würzburg. Rainer Koch has long worked as a lecturer in preparatory and accompanying GFL courses and in teacher training in the field of methodology and didactics.
He is also a speaker and specialist advisor at the publishing house Ernst Klett Languages and co-author of the examination material With success to the DSH.

© Enikö RablEnikö Rabl: After many years as a German teacher and author of textbooks, I became an editor and project manager in the editorial team for German as a foreign language in 2002. Since then I have supervised numerous textbooks, especially in the field of school textbooks for children and young people. I accompany you from the first idea to the print shop - and beyond. It is especially nice to get in touch with the teachers themselves!

"Teaching with digital media" and special guest: Enikö Rabl
Last year, 2020, the everyday teaching life changed for teachers. This has all moved you to act very quickly in the online area and there was often little time to sift through suitable and suitable materials. There is currently a very diverse range of digital versions of the teaching materials on the market. But which one is suitable for your lessons? In the online seminar you will get to know the differences between the various digital offers from Ernst Klett Sprachen and will help you decide which digital path you want to take.
In addition, our special guest, Enikö Rabl, will give us intercultural, virtual and up-to-date impressions from the new youth textbook “We all”. We look forward to exchanging ideas with you!



Juhi Thakkar has been working as a DaF teacher for more than 5 years. She works at a private university in Mumbai, Amity University Mumbai. She also worked briefly at the University of Mumbai. “Learning and teaching German gave me a different perspective in life. And I want to pass that on to my students. For me it is important that my students actively participate in class and have fun. "

Blended learning with the help of digital tools
In the last few months there have been a lot of changes in the learning and teaching process. Now that we mainly teach online, we need to rethink and plan the lessons better. Digital media and tools are very helpful here. The learners would like a stronger and more varied use of electronic media in the classroom, because in their opinion they make the class more interesting and contribute to a better understanding of the content. [1] You enjoy the use of different tools in the classroom. It's fun and the content is conveyed better.
Blended learning is a hybrid of face-to-face teaching with computer-aided learning. Blended learning makes sense when media are used in a targeted, task and context-specific manner. It is also important that computer-based learning is coordinated with the phases of foreign language teaching. [2]
BL, also known as hybrid language learning, describes forms of learning in which traditional face-to-face teaching is supplemented by phases in which the learners learn computer-assisted. The aim is to create a balanced combination of computer-aided and non-computer-aided phases that is suitable for the target group. (DLL, 5, p. 126)
At the BL, German is learned either individually or together in the study group, in class or outside of class, with or without a computer, at the same time or at different times, with many different or rather few media.
My workshop is about planning the teaching unit with the help of various tools and their application or implementation in the classroom.

[1] BITCOM (ed.) (2011). Youth 2.0. A representative study of the internet behavior of 10 to 18 year olds.
[2] Würffel, Nicola: Digital Media - New Learning for German as a Second and Foreign Language ?, Heidelberg University of Education / Media Didactics, 2012-13.

© Lukas MayrhoferLukas Mayrhofer: Studied German Philology, Theater Studies and Romance Studies at the University of Vienna; since 1999 trainer and lecturer for DaF / DaZ, seminar organizer, leader and speaker for culture and language (Austrian Ministry of Education) in the context of international teacher training courses; Lecturer at the Vienna University of Applied Sciences (BFI); Author of teaching materials for Hueber-Verlag; Additional training as a pastry chef and completed studies in gastrosophic sciences at the University of Salzburg.

"I say‘ apricot, you say apricot "- varieties in the German-speaking area
Not all German is the same. Anyone who has ever visited Germany, Austria or Switzerland and perhaps also made a detour to Liechtenstein, South Tyrol or East Belgium knows exactly what is meant by this. Because a large number of terms are different in the respective countries or regions - but this does not mean dialect!
Because standard German has different varieties, such as German, Austrian or Swiss German with their different variants for one and the same thing: while in Berlin, for example, you get a bag when you go shopping, in Vienna it is a bag, in Zurich it is a bag Sacks.
A reference to the pluricentric is an essential part of modern cultural studies. In the new generation of textbooks, the D-A-CH principle (Germany-Austria-Switzerland) is increasingly being discussed and German in all its facets is thus presented more sensitively.
In the workshop you will find out in what form this happens and that pluricentrics in German lessons can and should be more than “Guten Tag”, “Grüß Gott” and “Grüezi”.

© Malgorzata KupisMałgorzata Kupis: After studying at the HU in Berlin, many years of teaching activity in DaF classes and in the training and further education of DaF teachers; Multiplier; Specialist advisor; Author of didactics for GFL lessons. Works as a freelance trainer in a variety of methodological and didactic areas, including for Goethe-Instituts in Germany and abroad, and as a fee-based teacher at the Goethe-Institut Warsaw.

© Miguel MezzaniMiguel Rezzanilives in Hamburg. He studied the master's degree in foreign language linguistics with a focus on “German as a Foreign Language” and “Language in Acquisition and Communication” at the University of Potsdam, as well as teaching “German as a Foreign Language” in Buenos Aires, Argentina. There he taught DaF for adults and young people at the Goethe Institute in Buenos Aires and at various schools. He is currently working as a freelance director of regional training courses for the Goethe-Institut in Germany and as a course instructor at the Goethe-Institut Hamburg. He also tutors online training courses (German Teaching Learning - DLL and German for Teachers) for the headquarters of the Goethe Institute. Abroad, he has been working on regional and national projects of the PASCH initiative “Schools Partners for the Future” since 2015, including on the topics of “Ecology and environmental protection” and “Migration and integration”.

Environment and sustainability in GFL lessons

There are hardly any other topics in Germany that affect people across generations as much as climate protection and sustainability. This also includes the replacement of traditional energy sources with renewable energies and the search for ecological forms of life. Based on your individual previous knowledge, in the theoretical part of the workshop we will go into more detail on essential terms and technical terms that are currently circulating in the media in Germany and that are now part of everyday language such as "Fridays-For-Future", "Flugscham" or "Environmentally compatible mobility" and reflect on the importance of environmental issues for GFL lessons with young people and adults.

In the practical part of the workshop, possible teaching scenarios are tried out. There is also reflection on how environmental issues can be brought closer to learners. The focus is on listening and vision comprehension and the methodical and didactic preparation of images and videos for GFL lessons.

© Medha Devasthali I am Medha Devasthali from Pune. I completed my master’s degree at the University of Pune. Then I got the green diploma from the Goethe Institute. Since 2004 I have been working as a teacher at MMB, Pune. Before that, I taught evening classes at Pune University, schools and colleges for 8 years.
Since 2012 I have been working as an accompanying teacher or seminar leader in the training area and since last year also as a DLL coordinator. I follow methodological and didactic trends and textbook research and development with great interest and I am one of the textbook authors for textbooks for the textbook authority in Maharashtra (8th to 12th grade). I look forward to any further training opportunity, be it as a participant or as a trainer at PASCH, BKD, IGNOU or InDaF.

"Creative, interactive online lessons"

"Experience is not what happens to you. Experience is what you make of what happens to you." - Aldous Huxley
The pandemic has taught us to be more flexible, to accept life as it is, not to give up motivation and curiosity. There are many differences between "teaching" and "teaching online". Every beginning is difficult, and so was it with me. The biggest challenge for me was the interactive design of the online lessons. After several quick training sessions and regular practice, we, my learners and I, were satisfied with the online lessons.
I would like to share with others how it came about.

My focus:
1. My experience in online teaching
2. What problems are there and what should be done?
3. How can you make online lessons interactive?
4. Practical tips

© Pallavi Gorey I am Pallavi Gorey. I have been teaching German since 1999. I am currently teaching German at the Savitribai Phule Pune University and also at the S.P. College active. In college I always have large groups of around 120 students. And that's why I always try to deal with this group in a communicative and interactive way.
I am an active member of the theater company in Pune. So far we have done many performances in German in India and also in Germany.
I have been working as a translator for the Bollywood films for 21 years. So far I have translated subtitles into German for more than 80 Bolllywood films.

© Shruti Karkare I am Shruti Karkare. In addition to studying psychology, I recognized ‘‘ learning German ‘‘ as my great passion. For over 11 years I have gained experience as a German teacher at various institutes. In 2014-16 I studied German and DaF didactics at Pune University and I am active in the DaF area. I am currently teaching German at a PASCH school (Ness Wadia College of Commerce) in Pune. I enjoy working with different age groups.

© Vrushali Bapat I am Vrushali Bapat. I have been teaching German as a foreign language for 16 years. I have taught at various colleges so far. At the moment I am working at the Modern College for Jounior College (11th and 12th grade) and also for BBA (IB- International Business). I also had the opportunity to give a talk at the IDT conference in Freiburg.

Dealing with language guides online and interactively 2
(suitable for grade 12)

From this year we will be working with the new textbook "Sprachlotsen". Our workshop offers the opportunity to make the teaching unit interactive and varied with this textbook "Srachlotsen 2". These tips are especially helpful when teaching online.
In the presentation we share our experiences with concrete examples with this textbook.

© Renuka Panchpor I am Renuka Panchpor. After completing my master’s degree with a major in Sanskrit and upper-level German (C2) at the Goethe Institute, I worked for a multinational company for 8.5 years as an expert in the German language. In 2019 I attended a teacher training course (learning to teach German) at the Goethe-Institut Pune. Since March 2020 I have been running my own language school: Pathshaalaa. In addition to German courses, I also develop and offer workshops on topics such as "Online Teaching" and "Interview Skills". I find it exciting to work with new technologies and I look forward to the opportunities to explore and implement interactive learning methodology with the use of modern media.

"Recording Video: Easier and More Effortless"
The visual incentives play an important role in an online class. The teacher has to repeat some informative sessions for each class, e.g. B. Do's and Dont's in the course, nettiquettes, the content of the workshop, etc. The teacher can simply record a video for these topics. The video can be played in front of the class during the lesson or sent to students via Whatsapp or email. Finally, a live question-and-answer session can be held. The video can only be created with a PPT presentation together with the teacher’s commentary. This saves a lot of work for the teachers and the visual elements in the PPT presentation support a better understanding of the topic.

Savita KelkarDr. Savita Kelkar
Studies: M.A, M.Ed. Ph. D.
Fergusson College Pune: Since 1987 German teacher & coordinator of the cultural program
Publications: Translations from German into English and Marathi, 17 "annual books" on exchanges and study trips, ‘Gaganala Pankh Nave’ book on exchanges in Marathi and Braille
Exchange: 32 times with Germany, and also with European countries, Japan and Denmark
IDT: three presentations
InDaF: representative of the West Zone
Deccan Education Society: First woman in management
Project coordinator: Government and DES (voluntary)
State level Best teacher’s award: 2013, only German teacher
Other: Passionate about singing and playing mouth organ, harmonium and synthesizer, she was also team captain of the S.P. College table tennis team.

© Anita Rohekar Anita Yardena Rohekar
Studies: M.A, B.Ed. GRUFT, high school
Since 1985: German teacher at various institutes, universities and junior colleges, MBA colleges
Since 2005: Loyola High School & Junior College, Pune (full-time job)
Since 2015: Symbiosis College of Liberal Arts, Pune (part-time job)
Scholarships: MA student from India who received the first three-month scholarship from the DAAD in 1984; Twelve times from DAAD, UGC, Goethe Institut, PAD
DaF presentations in various PASCH and InDaF conferences
Publication: Co-author of Sprachlotsen 2, the textbook of the twelfth grade (HSC)
Other: Passion for painting, writing, and acting.

© Anagha N. DeoAnagha N. Deo