Learning a new language and culture

As I learned German very late, I missed the opportunity to absorb culture together with language, as I would have done in kindergarten and in school and in everyday life, were I born in a German-speaking place. I notice this gap when I write in cursive, when I sing children’s songs, when I use proverbs and figures of speech – they all come from Italian culture. I’m trying to bridge this gap by reading childrens’ books in my local libraries, and it’s always fascinating. Especially history books that -of course- center on another country. In my mind, history is so deeply connected with the history of my country that I first have to find connections with my own knowledge in order to properly place the events of German history on the time-line.

That’s why I think I can profit from childrens’ books and in general from books-that-explain-things rather than just a dictionary. With only word-to-word translations I would not get the culture inputs that I need to feel more integrated here. On the other hand, some books take their time to explain concepts that I know already, and don’t require that much attention from me. This is in converse the most concentrated and captivating collection of culture insights I picked so far:

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Source: m-vg.de

It’s a collection of German idioms, described in their meaning and origin in a short paragraph. Many expressions come from the past, and cite knights, ancient arts and crafts, farming, commerce, construction, old administrative structures. I liked how it gave me another angle of the German culture, not directly like in an history museum or book, but indirectly through many bits and pieces that survived in today’s language. My favourite is “Alles in Butter!” which means “All is OK/safe!”, and comes from the times where merchants transported fine glass manufacts from Italy to Germany, across the Alps on carriages. The risk of breaking would have been very high, if the merchants did not submerge the glasses in liquid butter, then let it become solid and protect the fragile objects from any shock. At destination, the butter was melted again and the glasses taken out and cleaned. Clever and effective!

 

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Dog-sitting: first week’s impressions

A friend of mine asked me to take care of her Yorkie for one hour every day of the week, as she started working longer hours and was worried that the dog would feel lonely or need anything while alone in the house. I accepted, and started at the beginning of June.

You have to know that I never had a dog before, and the few times I met dogs was not a great experience. My uncle used to have huge herd dogs at home, and every time we visited I was completely overwhelmed by them! I was a tiny girl and they were for me as big as horses. My family never wanted dogs and I haven’t thought about getting one myself, as I am aware that it’s a big responsibility, for which I never felt ready. Dog-sitting sounds much more feasible (not my own dog, only few hours per week)… so I accepted the challenge.

I wanted to catch up a bit before starting to interact with the dog, so I browsed the library’s pet section and picked up these two books (in German):

I found them fascinating. Karin Actun wrote two unconventional guides on how to establish a good partnership with dogs, focused on observing and developing the inner feeling of respectful leadership, instead of giving exercises or rules and focus on making the dog comply. The second book I read, “Hunde Orientierung geben”, moved me really deeply. Karin’s words made me realise that I could become a good reference person for the dog by setting boundaries, asking and giving respect, all by clear communication, without using force or fear, or letting the dog be the leader. I never saw the way so clearly. I also realised how hard it is for me to make my own boundaries clear to others – both dogs and people. I actually stopped reading anything else and examined a lot of my past, and found so many matches with the situations explained by Karin.

Then I started taking care of this little dog, and it made for a very interesting set of experiences. It is clear that he is used to lead and to take care of himself, and to ask for what he needs or likes. It will take a while for him to realise that he can delegate a few things to me, and that I’m good at taking care of them. For example when we go out he is on high alert, as any other dog could harm us: when one comes round the corner he makes himself big, growls and barks. I have to show him that I can defend both of us in case of need (for sure from small dogs!), and that he can stay quiet – and it starts working, he is calmer every day 🙂 On many other occasions I can understand what he wants to tell me. It’s fascinating to see how he start trusting me and how he is trying his best to understand what I want to communicate. I’m glad I got so much information from these books, and from the videos and explanations on Karin’s website, because I can process a lot more information than I would do by simple trial and error. What I see is that there is as little frustration as possible between me and the dog, and I find it incredibly reassuring, and promising, for both.

Stay tuned for more posts about this dog and what I’ll observe during our mutual respect building!

 

Book recommendation: “Der Zoo der Anderen” by Jan Mohnhaupt

Source: Hanser Literaturverlag

Here is another book I recently read, and that I wish to review here in English despite it being written in German. The journalist Jan Mohnhaupt has written a detailed report of what happened to the two Berlin zoos during the Cold War, that I found captivating and moving. I have been to both the Zoo and the Tierpark, but at the time with only a vague idea of their history – I am even more curious to come back after this read, to see the animals, trees and enclosures not only as themselves in the present time, but also as traces of a complex past. The interesting side of this book is that the story of the zoos and of the people who managed them and worked there sounded to me as a net of complex, but understandable, human stories, about people who showed the highest dedication to the cause of wildlife, but also had to play smart on the Cold War chess board and to deal with personal life obstacles.

I also have the feeling to be a little more Berliner, with this new piece of local knowledge. I still oscillate between feeling “local” or “foreign” in this city, and I oddly feel close to the most beloved animals in the zoo: adopted by the visitors as true citizens, but forever (hopelessly?) foreign, as members of an exotic species.

Panda bear Bao Bao – source: Berlin Zoo website

I warmly recommend this book to whom has a good German level, and I hope it will be translated to English soon!

Book recommendation: “Lernen geht anders” by Remo Largo

I read this book a while ago and took quite a lot of notes about it. It’s a book that I found compact and easy to read, while talking about very broad ideas about teaching and learning. Remo Largo is a Swiss pediatrician who wrote several books about education, and is therefore well-known in the German-speaking world.

Book cover, from the author’s website

In this book, he underlines how external pressure (from parents and teachers) is not as effective as the child’s own motivation to learn, because it works as a threat and has no positive long-time effects. Small children grow following a “curiosity path” that leads them to focus on specific topics for a short time-frame (language, movements…) and it’s important that the adults notice these focus moments and support them with related learning environments and tools. He is convinced that obedience doesn’t help in building any relationship between the child and adults, and that a healthy emotional connection with teacher figures has a positive effect on the interest on the topics they explain. He proposes individually-tailored learning paths for each child, so that the speed of learning is appropriate, and the child doesn’t get bored or overloaded.

I consider this book more of a manifesto than a guide, and am curious to know more about the practical applications of these concepts. Many ideas are already part of school programs, and I find that there is significant overlap with Montessori education concepts.

Book recommendation: “Montessori-Pädagogik und digitale Medien: in Krippe und Kita” by Marion Lepold and Monika Ullmann

Source: herder.de

I read this book a while ago, looking for modern applications of the Montessori method. It is sometimes said that Montessori kindergartens and schools are against digital media, and some of them actually are, but the authors of this book find references in Maria Montessori’s publications that highlight her goal of making the child familiar to the culture of its location and time. Nowadays, digital media are present everywhere, and are part of almost all parents’ lives. Even if the child would live in a technology-free home and go to a kindergarten without any digital media, it will still see them everywhere else, and it will of course be curious about them. Uninformed experiments could be very risky, so the question is then “how  can I help a young child learning about digital media” rather than “if”.

The first chapter of the book is quite technical, but I appreciated its in-depth analysis of different kind of digital media, their uses, their downsides, and an explanation of media competence (in four stages: critical thinking, knowledgeability, usage as-it-is and modification/original usage). The authors consider that very young children should make useful experiences with digital media, and get support from the teachers on how to use these tools safely. The special difficulty in teaching digital media is connected to their very recent development: many teachers are less experienced that children, and are not able to integrate these tools in the classroom – and the same can happen at home with the parents.

The second chapter summarises Maria Montessori’s life and works, and the third chapter outlines the integration of digital media in Montessori pedagogy. The child is progressively made familiar with them, first only by passive observation when it is very young, then by usage, then afterwards by increasingly critical thinking about how the tool works, if it fulfills the child’s needs in a particular activity, what are the consequences of its usage. The authors underline the importance of using digital media not just for entertaining but mostly as a support/expansion of learning. I liked the point where they state how the child should be deciding what to do and then pick the best tool, rather than picking the tool first and then adapt to what the tool can do – it showed me how the child focuses on its ideas rather than being led. The chapter ends with a reflection on teachers, who have grown up without media, and have no personal experience to rely on. With a good plan, this gap can be successfully closed.

The last chapter deals with the practical aspects of introducing digital media in a Montessori kindergarten where they are currently absent, and takes into account many levels of interaction: with the direction, with fellow teachers/colleagues, with parents. In many cases the path has to be explored as new, and great importance is given to tech-competent people (teachers and parents) who can contribute a lot in sharing useful information in the group. Last but not least, the addition of digital tools in the classroom have to abide regulations and good practices about privacy. All of this aims to create a learning environment for the child in the field of digital media, promote awareness in their potentials and risks, and foster responsible use from an early age.

I really liked this book and I think it will be an important reference when I’ll be teaching. As a former software developer, I wish to share the knowledge I acquired, and the proposed framework will definitely help me promoting the idea of introducing digital media in kindergartens. Unfortunately it’s in German… but I bet there are equivalent publications in English and many other languages. If you know one or more, I’d be curious to read them!

 

Book recommendation: “Vögel in der Stadt” (Birds in the city) by Klaus Richarz

Here is one more German book that I would like to recommend to people who are interested in birds and are learning German! It’s actually more for an upper intermediate level of German, but it’s worth reading it at a slower pace, taking the time to translate words and understand syntax.

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Klaus Richarz presents the most common bird species that live in or near human settlements, with many tips for successful observations, appropriate feeding, and detailed instructions on how to build nest boxes. The appendix includes further reading on specialised books and websites, as well as links to birdwatching associations. The book is pleasant to read, with shortish chapters and beautiful watercolour illustrations:

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I found this book in my local library, but I’m inclined to buy it, so that I have it at hand anytime and I can re-read it and make notes about new words. And maybe take inspiration for watercolour paintings too!

Book recommendation: “Mythos Begabung” (“The Myth of Giftedness”) by Ulrike Stedtnitz

I’d like to write a review for this book, even if it’s currently available only in German. I found it a compact yet deep analysis about the perception of giftedness in my cultural environment. Each chapter ends with a page of questions that readers are invited to ask themselves, with the goal to better understand their own thinking and how it influences the people near/dear to them.

mythos-begabung

Dr. Ulrike Stedtnitz starts the book with the analysis of potential, success, intelligence, and giftedness. It is nowadays clear that all these concepts can be modeled in many ways. Moreover, gifts evolve with time: for example, a child who learns to read at an early age is not necessarily going to keep being a reading genius, nor show potential in other domains.

It becomes clear that giftedness without practice doesn’t go anywhere, and that practice alone usually goes pretty far! Many people (especially children), who show a gift in a particular domain, usually make initial progress quite fast and effortlessy, and start struggling far away along the road, as they need a background of exercise and effort management they haven’t developed. Therefore, the author’s suggestion is to teach how to manage effort, concentration and persistence, and let personal capabilities and creativity collaborate to success.

She then ends the book with three chapters, one about dealing with emotions (how to cultivate/teach emotional stability and resilience), one about early education (where she mentions many principles in common with Montessori method, and the method itself) and the last one about school (with the invitation to abandon fact-learning, test-based evaluations of the whole progress, and to better prepare for working life).

What I liked in Dr. Stedtnitz’s analysis is how she makes clear that giftedness doesn’t require a fast lane or special rewards in school in order to lead to success – on the contrary. It is described as a specific advantage, which can backfire if it allows the child to skip crucial parts of the learning process, especially if it makes the child associate effort to insuccess. Therefore her suggestion is to have an education system that focuses on managing effort, developing concentration, intrinsic motivation, and let children experience and later generate moments of flow. I share these ideas, and I want to integrate them into my teaching model – a likely smooth task, as the Montessori method already shares many of these basic principles.