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Topic language and culture 1. Language Working with Older Volunteers in Manual Intergenerational Projects Problems and obstacles • Lack of language skills in transnational exchanges Information • Senior citizens often do not have adequate language skills and only little experience in communicating despite language barriers. • Programmes which are supposed to appeal to participants with low language skills demand a particularly high level of organisation and incur high costs, which will rise in exchanges with three or more nationalities involved. Recommendations • To keep the expenses for qualified (simultaneous) interpreters low, their use might be limited to demanding parts of the programme; participants with good language skills or competent mediators may organise the other sessions. • In the context of intergenerational exchanges, participating pupils or students with foreign language skills can help as interpreters or as facilitators to ease communication. Due to their bilingualism young participants with migrational background can contribute greatly to understanding. • When more than three languages are spoken, communication is rather time-consuming and only possible with the constant help of interpreters. It should be ensured that translation does not take too long. • Especially with multiple translations, spoken and written language should be plain and simple. • It may be useful to introduce certain “survival vocabulary” before the project starts and consolidate it during the programme in small (international) groups. • The tour guides should be skilled speakers of the languages in need. • The use of non-verbal communication through joint work in manual workoriented projects or activities such as sports, dance, games, etc., should be considered. Set of Methods 81
TRAMP – Transnational Mobility of Older People in Europe 2. Culture 82 Part II Problems and obstacles • Uncertainty about appropriate behaviour, intercultural misunderstandings and conflicts, particularly in transnational projects Information • Older participants, even if they are generally open and tolerant, have little experience in intercultural contacts. This often leads to misunderstandings and conflicts with serious consequences. • Even between residents of countries within the EU you will find cultural differences. Striking similarities in the material sphere often disguise differences in norms and values, in the art of conversation, with table manners, etc. Recommendations • Participants should get detailed information about the destination and its cultural characteristics. In this context it may be useful to point directly at the differences between the involved cultures and the specific problems that may arise from ignoring other values, different ways of communicating or different eating habits, etc. • Participants in international projects should obtain detailed information about the other participants, so that sensitivities concerning certain subjects can be considered (such as divergent experiences and attitudes between East and West concerning historical conditions and views for example). Especially in translations it should be taken into account that the meaning of individual words and slogans can considerably differ and depend on the speaker’s particular background. • Before, during or after the project intercultural training is helpful which increases the awareness of cultural differences and aims at reducing prejudice. Getting in contact without reflecting intercultural differences and without any help concerning communication rather encourages preconceptions instead of overcoming them. Hence it is strongly advisable to integrate intercultural training seminars as separate units into the programme. • Former participants who have first-hand experience and who allow learning from their mistakes can prepare the new members. • In this context it might be useful to have joint activities which take up the cultural differences in a positive and constructive way as an enrichment and challenge and which draw attention to intercultural dialogue. • The professional guide should have detailed knowledge of the destination.
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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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Visualisation Working with Older Vo
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European exchanges by and for older
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