A collaboration between a high school and a college German program: Retention and articulation

• Published in: Die Unterrichtspraxis Vol. 57; no. 1; pp. 61 - 65
• Main Author: Tripp, Meagan K.
• Format: Journal Article
• Language: English
• Published: Cherry Hill American Association of Teachers of German, Inc 01.03.2024
• Subjects: Adult Students; Classroom communication; Cognitive style; Collaboration; College students; Communication; Community colleges; COVID-19; Email; Enrollments; German language; High School Students; Language; Language instruction; Middle schools; Pandemics; Retention; School districts; Secondary school students; Secondary schools; Teaching
• DOI: 10.1111/tger.12278
• ISSN: 0042-062X

Online guest teaching, which included both a short German lesson and a presentation in English about studying German in college, created important access and interaction despite the 3.5-h distance between the school and the college campus. Because the high school resumed classes before the college semester began, early to mid-January offered the most scheduling flexibility. [...]if there were students whose questions were not addressed during the presentation, answers were sent via email through their teacher. At Franklin & Marshall College, students no longer benefitted from a weekly 5О-min session for language practice that had been part of the first three semesters of language study before the elimination of language teaching assistants from abroad, a reduction due to budget cuts. Though not a one-to-one replacement, the creation of a virtual exchange hosted on Padiet allowed the high school and college students a place for low-stakes communication practice in small groups. Because the Padlet-based exchange involved minors communicating in groups with adult students, administrative approval and subsequent guardian permission were a prerequisite (Supporting Information: permission form, pitch to the administrator). High school students who did not return permission slips were placed in groups with classmates. Because both collaborators already knew most of the students who would be enrolled in their respective courses, they chose group members in consultation, pairing students with similar interests, learning styles, and/or experiences where possible.