American Association of Teachers of German

Deadline for application materials via email: February 2, 2009.

Mündliche Kompetenz im Unterricht amerikanischer High-Schools:
Theorie, Praxis, Evaluierung und Didaktik for high school teachers and graduate students who plan to teach K-12 German
June 13-July 11, 2009, Leipzig

The AATG is pleased to announce funding for a seminar designed to improve the German language skills, teaching methods, and assessment strategies of high school teachers and graduate students planning on a career in K-12 teaching, to take place at the University of Leipzig from June 13-July 11, 2009. This seminar was offered in 2008 and will be offered again in 2010.  This program is generously supported by the German government’s Transatlantic Program, through funds from the European Recovery Plan (ERP) program of the Bundesministerium für Wirtschaft und Technologie.

Participants will have the opportunity to acquire three graduate credits (postgraduate ECTS-Leistungspunkte) through a final exam at the University of Leipzig and to take the ACTFL Oral Proficiency Interview (OPI).  Separate fees are required for ECTS credits and the OPI certificate, which are not covered by the scholarship.

The seminar includes all program costs and materials, and room and breakfast for the four week program.  Also covered are excursions and cultural events, a city tour, and transportation costs in Leipzig.  Participants will be responsible for paying their own roundtrip transportation from the United States to Leipzig.

Applicants must meet the following criteria:

• Be a current member of the AATG.
• Be a non-native speaker of German.
• Be enrolled in or have recently graduated from a teacher certification program in the U.S. for teaching German at the elementary or secondary level.
• Demonstrate proficiency in German at least at the OPI Intermediate-High level by submitting the German Language Proficiency Assessment Form, including the assessment by a German faculty member or supervising teacher verifying your proficiency. 
• Submit one letter of recommendation from a current or recent professor of German or someone who is familiar with your interest in teaching K-12 German.
• Submit a 200-word statement in German on why you wish to participate in the program and what you expect to get out of this program.
• Participants must show that they are fully insured for health, accident, and liability on arrival at the course site.
• Participants will be expected to present a teaching unit at a local, state, regional or national professional meeting based on their experience in the program, e.g., a unit on teaching a cultural aspect of Leipzig.

Please copy the following questions (1-9) and submit them with your answers below each question, in an e-mail addressed to: mercedes@aatg.org by Feb. 2, 2009, with your family name and “MUTPED Application” in the subject line.

1.       What are your name, complete mailing address, and email address?

2.       Are you a member of the AATG?

3.       Are you currently certified to teach German K-12 in the U.S? 

a) If yes, where are you currently teaching and what portion of your assignment is German? 

b) If not, when will you become certified?

4.       Do you agree to stay in the teaching profession for at least ten years?

5.       How much time have you spent in a German-speaking country?  Please describe briefly.

6.       Have you taken any standardized language exam for German, e.g., a Goethe Institut exam, an OPI, etc.? 

a) If yes, list which exam you took, the exam date, and what score you received.

7.       List the name and institution of the person who will submit a letter of recommendation for you:

Please note:  Letters of recommendation should be submitted by the person writing the recommendation, who should send an email to: mercedes@aatg.org by Feb. 2, 2009, with the family name of the applicant and “MUTPED Recommendation” in the subject line.

8.       List the name and institution of the person who will submit the German Language Proficiency Assessment Form:

Please note:  The German Language Proficiency Assessment Form should be submitted by the person doing the assessment, who should send an email to: mercedes@aatg.org by Feb. 2, 2009, with the family name of the applicant and “MUTPED Evaluation” in the subject line.

9.       Answer in 200 words (maximum) IN GERMAN: Why do you wish to participate in the program?  How will it benefit you professionally? What do you expect to get out of this program?

(End of application form)

German Language Proficiency Assessment Form for MUTPED

To be completed by a member of the German Language Department or Supervising Teacher.  Please copy the following questions (1-4) and submit them with your answers below each question, in an e-mail addressed to: mercedes@aatg.org by Feb. 2, 2009, with the family name of the applicant and “MUTPED Evaluation” in the subject line.  Fill in the following information:

Assessment for (name of candidate):

Name of the Evaluator, Position, and Institution:

Date:

Select the response that best fits the applicant’s proficiency in each category.  You only need to submit the category and the letter indicating the level of achievement in that category (i.e., 1 = b; 2 = c, etc.)

1.  Listening Comprehension

a) Has comprehension similar to a native speaker

b) Able to understand complex conversations, lectures & news broadcasts

c) Able to understand simple conversations, lectures & news broadcasts

d) Has trouble understanding simple conversations, lectures and broadcasts

e) Has extreme difficulty understanding simple things.

2.  Speaking

a) Exhibits the functional ability of a native speaker.

b) Speaks fluently on a range of topics; usually able to sustain proper time frames; some errors

c) Speaks haltingly on some topics; inconsistent use of proper time frames; regular errors

d) Speaks with extreme difficulty on most topics.

3.  Writing

a) Writes fluently, appropriately and without many serious errors on a range of topics. 

b) Appropriate use of complex structures.

c) Writes adequately on general and specialized topics with some errors in grammar, vocabulary and idioms. Some complex structures.

d) Writes using predominantly simple structures on a range of topics.  Regular errors

e) Writes only with extreme difficulty. Numerous errors.

4.  Reading
a) Able to read complex texts on all subjects
b) Able to read most complex texts in familiar subjects with little effort
c) Able to read complex texts in familiar subject areas with great effort
d) Able to read only simple texts
e) Unable to read and understand many simple texts without supporting visual information

(End of proficiency assessment form)