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Working with Older Volunteers in Manual Intergenerational Projects Method: ABC-List Goals/Options: alternative language acquisition exercise Brief description: After dividing the larger group into smaller groups, preferably mixed internationally and intergenerationally, each group receives a sheet of paper that lists all the letters of the alphabet. The group is then requested to find a word and corresponding translation for each letter. Alternative: a specific topic is predetermined, e.g. “travel”, “work”. The sheets are displayed in a room, which is frequently used during the time of the exchange. To be determined beforehand: What languages are spoken in the group? Who speaks which language? Starting point: At the beginning Timeframe: 45 minutes Group size: 10 - n Group composition: intergenerational Necessary materials: large sheets of paper (flip chart), pens Method: Fruit Salad Goals/Options: This exercise can be conducted during an exchange and raises the awareness for the topics “language” and “forms of communication – verbal/non-verbal“ Brief description: Different ingredients for a fruit salad (or Greek salad) are provided and labelled in the language, which is spoken by the least number of participants. The same is done with the recipe. Not all of the supplied ingredients are needed. Communication can work on a non-verbal level or with the help of someone in the group with a knowledge of the selected language. How is the recipe implemented? Does the result match the recipe, could all the instructions be accomplished? Starting point: At half-time or at the end of the exchange, when all participants already know each other. Timeframe: 30-45 minutes Group size: 3-5 persons per workplace Group composition: International, intergenerational Necessary materials: Ingredients for a fruit salad (see attachment, recipe), Labels, Kitchen device Set of Methods 151
TRAMP – Transnational Mobility of Older People in Europe 152 Part II Methods for Intercultural Learning Preliminary note “We may not speak the same language, but apart from that there are no differences” – this conclusion is frequently drawn by people during first cross-border contacts such as international exchange programmes. Grave reservations towards people with other cultural backgrounds usually do not exist for that matter, as they would not have opted for such an exchange in the first place. However, many participants only realise cultural differences upon a second glance and may be unaware of awkward situations. It is therefore advisable to approach the subject of intercultural communication in an offensive manner and to include the topic in the exchange programme. Cultural changes should be a subject of discussion and presented as a rewarding element of cross-border communication. The following methods outlined below were developed for the TRAMP exchange. In part they trace back to already published exercises, but in this case they were adapted to the individual programme demands. Some other methods were solely developed for the exchange programme. TRAMP’s target group consisted of elderly people from the Czech Republic, France and Germany who had few language skills and little intercultural experience. The exercises may serve as examples or as a model for similar exchange programmes. They only partially relate to the exchange situation itself, but they can certainly serve as a source for discussing examples, which participants have experienced themselves. The larger section of exercises can be integrated into the programme as an independent seminar unit of three to five hours (see Part 1 below), other exercises can be included in other activities before, during and after the exchange (Part 2). The start of the exchange marks a suitable time for the seminar, as participants may still profit from its results during the course of the seminar. It is recommended that the seminar should be conducted by a single coach who underwent appropriate training or, accordingly, by very experienced personnel. Essential for all exercises: cultural differences should not be dismissed, as this is the only way to avoid mistakes and to initiate a learning process. However, differences should not be treated as a dissociative factor, but regarded as an interesting challenge.
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Acknowledgement The text of this pu
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Part II Set of Methods Chapter 1 De
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Foreword At a workshop in Prague, a
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Working with Older Volunteers in Ma
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Products and results • • •
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The objective of the evaluation was
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Four exchanges were conducted withi
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4. Intercultural Learning Working w
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Homepage of the TRAMP database Work
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• • Working with Older Voluntee
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Preface - About this guideline Topi
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Topic language and culture 1. Langu
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7. Domestic Situation Working with
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Manual work as a Means of Education
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Language / Communication Working wi
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Page 178 and 179: European exchanges by and for older
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