One door closes and another opens

I am rounding off my time working on establishing a bilingual program here in Leipzig.  When I reflect on what I have learned, the number one thing surprises me.  Yes, I have seen the continuity and change that motherhood brings to working pedagogically again.  Yes, bilingualism within an institution is different to the domestic experience I previously had.  For both insights I am profoundly thankful.

I have seen that teachers who are kind will have the greatest impact upon their students.  If kindness is your base value, other values must follow - such are a passion for fairness, equity, dignity.  Dignity leads to coming to the place where your children are, and accepting a role as constructive collaborator.  It means remembering your own desire for respect and worth, and wanting to treat others as you prefer to be treated.  Sometimes that requires a suspension of disbelief, with a critical eye to your own established way of seeing and thinking.  As the great thinker Gayatri Chakravorty Spivak vitally concludes 'we have to learn to unlearn' so that we can recover that connection with our students, or anyone we meet for that matter.

I will hope for the best for my students.  I will hope for continued and evolving critical practise for my colleagues.  I will hope for a renewal of education in this country, as it continues to struggle with its educational history, cultural paradigms, and the expectations of politicians and the public.  My current work is on investigating the achievement levels of migrants at school in Germany.  There is a continuity of purpose and vision in my thinking, for which I am thankful.

I have been looking into national documents on 'quality assurance' in Early Childhood, which includes Cultural diversity.  If you are interested in reading more, you can find my profile on academia.edu .  But the time has come for me to return to my first love, schooling.  I am enrolled to study German full time at the intermediate level, which will also help me to continue to reflect critically on language acquistion and comparative linguistics.

Thereafter, I hope to land in a classroom and continue to combine classroom practise with continued studies in International education.  I am moving into the unknown again, but am hopeful of good things ahead.

Love this city

I might seem biased after almost 7 years in this town, but I still believe Leipzig is the place in Europe to be. 

I'm not trying to compare it to Sydney, or Munich, or Berlin for that matter.  There was some campaign running recently to market Leipzig 'Leipzig: the better Berlin':  http://www.bild.de/regional/leipzig/auerbachs-keller/riesen-debatte-um-neuen-werbe-slogan-das-sagen-leipzigs-exil-berliner-26860178.bild.html

The slogan short changes the town though.  Leipzig stands on its own terms, and does not need to be seen in relation to Berlin.  Berlin, as it stands, is a world city with a remarkable history and current character.  But to bring the two cities into comparison is like comparing apples and oranges.

There is no need to look over our shoulders to check off whether Leipzig can go toe to toe with Berlin in certain areas.  The rejuvenation of Leipzig's waterways, the restoration of decaying sections of town, the green heart of the city layout, the wonderful landscaping and effective public transport, the diversity of the population and the cultural events held here- Leipzig has enough going for it.

It's a town where renting an apartment is starting to rise a little, due to its success at attracting business and new inhabitants.  About 90 percent of apartments here are rented, but that adds to the dynamic character of the place too.  Most households have access to at least one bike, which speaks for the environmental and public provision of safe bike riding.  Even in the murky grey of a sleet ridden Winter, the 'Winterdienst' do their best to get bikers back in their saddles as quickly as possible.

And what am I enjoying at the moment?  I am enjoying bumping into new old friends on the street, of knowing there is a top heart hospital nearby if it's needed, that Sunday really does have restricted trading so people can get out there and wander along the river if they want to, and that life is more than work, work, work.

And if I ever felt a bit sick of Leipzig, I could always take a trip to 'Berlin: the better Leipzig'.

When being an 'expert' is not enough

It is that time of the year again, when preschool children and those leaving the 4th grade are assessed for the next step on their formal educational journey.  After experiencing my own three children going through the 'system' and working closely with children now, I have a few thoughts about the way resources are currently used in assessing and placing children.

The following ideas stem from my understanding that one of the great strengths of a 'German' system is the rigour and close attention to detail used in assessing children.  In the fields of medicine, psychology, early childhood and school based education, each 'practitioner' considers themselves to be (naturally) competent, experienced, diligent and situated within a professional context of theory and standardisation strategies.

Here is a streamlined account of how a child is 'processed', a child that seems to meet all the expectations required to be judged 'school-ready' 'Schulreif'.

1.  From the earliest admission to Kindergarten (generally from 1-6 years), a preschool teacher is assigned to assess and document the development of the child, including significant milestones, achievements and interests.  Where a problem is seen to arise, liason with doctors, speech and occupational therapies is established and supported.  This documentation is largely internal, and seldom referred to by the children's department which conducts the school screening.  Any assessments produced elsewhere are not referred back to the Kindergarten, even in the case of a recommended 'Ruckstellung' (extra year).

2.  Doctors are required to complete 9 (10 including a sub test) examinations of children, ranging from birth to the 6th year.  These tests include physical and cognitive screenings and go through the medical system.

3.  The children's department runs a lengthy examination (ranging from 45 minutes to 90 minutes) which includes the definitive say on whether a child is ready for school or not.  These tests occur once, in an unknown context.  Referrals may then be made for a second test, or to see a department psychologist.

4.  The target school runs fortnightly sample 'lessons' in the second half of the school year.  Some schools have a partnership to a Kindergarten, where some children will go, in fortunate cases.  The school then may have some contact with the children's department, but is largely indepedent of the other institutions.

It seems there is a hierarchy in assessment, with the Children's Department having the final say, with or without reference to the other institutions involved in the educational care of the child.  Although a child is mandated to complete a 'Vorschuljahr' a preparation year, including up to 40 hours a week in Kindergarten, for over 40 weeks in the year, this part of the puzzle is often left out, not referred to at all, or considered in the assessment of a child.

I do believe we need greater dialogue between these 4 main institutions regarding the progress of a child.  Often an assessment will be made by one institution which may not be consistent with the other three areas.  Then there are voices which are pushed to the margins, and the professional judgement of others dismissed without a due process of dialogue.

My suggestion is an integrated approach to child development and assessment.  In difficult cases, a case worker approach which incorporates a knowledgeable advocate is the least we can begin with.  My structural suggestions are quite radical.  I would situate developmental tests within a known context (mostly within Kindergartens), including dialogue, observation, and small group and individual task assessments.  It brings then the Kindergarten teacher, social competency and history of development into view, contextualising the perception of the assessor.  There is no need for the physical tests to be done twice (ie, the doctor's U9 and the children's department), eliminating one part of the department's test.  If there remains any doubt about school readiness, the school teacher running the sample lessons can also be consulted.

Politically, it means giving preschool teachers more resources, time, and professional recognition.  It means allowing the department to maintain the right to the final assessment.  It allows the doctor to do their job, and the new school to add their opinion if needed.  It means coming into the realm of the child, not dragging the child into the realm of administration, unlike anything to be experienced at school anyway.

So, how about that then, a synergy of expertise?

New Year Resolutions

I don't normally make resolutions but this coming year does require some goal setting, so why not call them resolutions!

1.  Do a formal language course to fill some gaps in grammar application in German (B2-C1 levels).  Exciting, I know - I want a high level of functional fluency in German, to support my training in bilingual education.
2.  Knock off the last compulsory unit for my Masters in International Education (Uni of Bath, UK).  Then hopefully I can attend a summer school for bilingual acquisition next July.
3.  Keep up a high standard of documentation at work - both in breadth and depth.

More personal goals
4.  My daughter has become a convicted vegetarian - I'd like to expand my range of meals to suit.
5.  Do more reading for pleasure - new glasses should help with night reading 8-)
6.  Play the occasional game of tennis, I miss bat and ball sports.

Insane goals
7.  Plan a trip to Australia (how? when?)
8.  Do a stand up comedy routine and live to tell the tale
9.  Run the Leipzig Marathon, and get over the line (eventually).

Ich wünsche Euch einen guten Rutsch ins neue Jahr!

A Polish Christmas in Germany

I work with a boy who has both Polish and German ancestry.  For our Christmas party, grandparents and family were invited to Kindergarten, and I had to chance to speak to his grandmother.  She came to Germany after the war, married a local, and started a family, here in Leipzig.  At a time when little was said about bilingualism, she raised her children with a strong sense of Polish heritage, which is reflected in their retaining of their mother tongue.  In turn, her son also raises his boy with a similiar pride in their heritage.

During my time at the Kindergarten, I have seen this boy's awareness of his bilingualism grow.  He has just turned six, and is equally fluent in both languages, and is now reciting poems, songs and key imperatives in English.  I have noticed that amongst the children with a non-German speaking background, that they have a fairly easy time engaging with my language.  Even at the age of three, there is an unspoken but clear response 'I get you - I know about having another way to say things', and it has even led to a comaraderie between us. 

So when I sat down with this Polish Grandmother, she started by telling me about her pride in her grandson, aware and using three languages.  Then she went on to tell me about their Polish Christmas - about the midnight mass, the 12 course meal which had to feature special ingredients for each stage - for the extended community that meet together to celebrate, and that a sleepy six year old will be carried to his bed afterwards, his head buzzing with words, laughter, smells, food and culture.

And I thought, what a lucky kid!  I wouldn't mind trying one of these Polish Christmases, since a grill on the beach is not really the done thing during a German Christmas!

Merry Christmas and all the best for 2013,
love,

The Clugstons

An Open Letter at Christmas

 Real Version

Weihnachtsmann,
sag mir, wieso bist du so schlau,
woher kennst du so genau
den Weihnachtswunsch von jedem Kind?

Weihnachtsmann,
ich hab dir einen langen Brief geschrieben,
dass dich alle Kinder lieben
und ich hoffe du liebst auch mich.

Dass ich so gern ein Fahrrad hätt´,
gelbe Streifen wären mir recht
und Speichen die wie silber sind.

Kein Weg ist dir im Schlitten je zu weit.
Ob nah, ob fern, beschenkst du alle Kinder gern jetzt zur Weihnachtszeit, wenn es schneit
und alles weiß ist weit und breit.

Ich weiß es ist schon bald soweit,
dass in der Winternacht, so kalt,
Kinderlachen laut erschallt.

Weihnachtsmann & Co. KG Lyrics

My Version

Santa Klaus,

tell me, how come you're so smart,

do you know my every wish off by heart?

And also from every other selfish kid.

Santa Klaus,

I've written you a long and detailed letter,

that from the whole world, no kid loves you better,

so you better not forget this...

That I would really like to get a bike,

and it better have silver spikes,

and don't forget the yellow stripes (that's important).

There's no road you can't get down with your sleigh,

Whether near or far, every child is waiting for Christmas Day, and if it snows,

you'll know in which direction to go.

I have my list, and it is bold,

on the wrong side of the world it's still too cold,

and when my sister gets a Barbie*, I'll say I told …

you so

*My sister hates Barbie.

Growing awareness of language as heritage

Part of my role includes documenting children's deepening engagement with English as a foreign language.  I usually create a learning environment / opportunity / experience and document these including direct quotes (in German and English), images, work samples and a narrative from a self reflexive perspective.  These ""documents" are always accessible to parents and children, stored on site in the library.  In this way, dialogue and transparency can also become part of the process, and I have come to appreciate that more and more.

But I noticed one exchange that does not fit into any of the usual categories that I tend to use.  I am also considering how to report on it, knowing that the parents of a child speak only a little German, and no English at all.  I still think in the interests of transparency it is worth recognising and celebrating.  Here is what I would like to describe...

In the morning circle a child (with another language background) was retelling a highlight from an excursion, as part of a reflection round.  It was significant that he felt confident to speak, after a history of saying very little in such a public context.  But speak he did, and when he finished, another child said "Why did he make mistakes in his sentences?  He's not a baby."  The other teacher (who was conducting this part of the morning) replied to the girl directly "Can you speak two languages?  It takes time to speak two languages, and F. was very clear in what he said."

The girl nodded and the discussion continued.  At this point, F. turned to me (since he was next to me) and whispered in German "I can speak three languages.  Where I went on my Summer holiday I had to speak a new language."

I found two parts of this exchange interesting.  One was that the other teacher had formally recognised and encouraged the group to realise that having two langauges is a wonderful thing, even if there are sometimes some difficulties.  I would like to feel that my time in this role has helped in the sensitizing of staff to the challenges migrant children face linguistically.

Secondly, this little boy was referring to time spent in the country of his parents - the original homeland.  He realised there that his home language was not always a minority language, not always a language for the private domain.  He had seen, heard, smelt and tasted it in an authentic and pervasive way.  He brought this experience of validation back with him, and realises that his language has real worth.  I would like to feel that I am a little bit of a role model in my bilingualism, which explains our good connection.

For the purposes of documentation, I feel this exchange is worth holding on to and reporting.  I dream though of the day when such reporting could be translated into the home language of the parents.

Emotional security and learning

Any new learning can arouse a variety of emotions  - from fear to excitement, from a growing interest into passion.  When you add language learning into the mix, triple the emotional levels.  We attach an intense importance to linguistic proficiencies, worrying that the less recognised forms of communication will be overlooked, and life chances minimised if our children are not speaking, writing or presenting clearly and convincingly.  We also worry about social opportunities that this lack of fluency may put at risk.

No one I know who works with several languages or with children would challenge the above.  And yet, when we sit down to plan lessons or events/experiences, we often overlook the emotional dimensions of communication, or treat language interactions as discrete and controllable episodes, apart from the moods, agenda, concerns and backgrounds of our children.  Today I was reminded that children are entitled to their preferred ways of relating, knowing and conveying their involvement.  One day can play out very differently to the previous day, with the same actors and learning activities.  That is where the art of teaching comes in, recognising, adjusting, changing - doing anything to enable access for children into interactions.

I spend as much time observing and reflecting as I do planning.  Even when I feel I know a child very well, I have to accept that no understanding is static, but must be flexible, evolving with the changes that children also experience.  The most significant aspect of my position is to reduce any stress and raise confidence in children as they respond to English.  In other words, my emotional intelligence needs to be sharp in order to reach out in another language. 

The tools I use to facilitate emotional security include pantomine, humour (physical as well as cognitive), body language, facial expressions, appropriate intonation, and ritual, ritual, ritual.  Consistency is number one for getting kids orientated around your language.  I also note which activities children love the most, and weave them in regularly, but not too regularly that it begins to bore them.  I have to remember to stick to a limited but graduated assemblage of music, phrases, rhymes and games.

Another aspect is to remember the learning history of each child.  Each relationship is built up by graduated moments of trust.  As trust grows, so do the number of risk taking moments which are essential for deepening and extending learning.  Jokes become running jokes, linking children to intimate knowledge, of something shared and exclusive (to a person, or a group).  Being blessed with a good memory enables me to consciously echo the interactions of the past into the present.  A glint of recognition in the eye of a child is enough to get the trust train moving again.

Remembering that stress radically reduces the understanding and response rate of children with English as a foreign language should influence the way we seek to correct behaviour, organise our instruction, and provide assessment tasks.  We have to take our language plans off the paper and place our emotions at the forefront of each interaction, since we are not dealing with grammatical vessels, rather with people.

Gold plated homesickness

We are seasoned pros now.  We arrived in Germany, September 1, 2005.  We hit the seven year mark, and when I look back, I see a mountain of adjustments.  We learnt a new language.  We picked up a new child.  We dealt with chronic illness and job worries.  We endured blistering Winters and Christmas without family.  We learnt to endure the highs and lows of expat life.

Stability came, with an awareness and acceptance of the costs of living far from home.  In a way, Leipzig has become an authentic second home, one which I am proud of and will keep in my heart forever.  You get used to the culture, the language, the adjustments which keep coming with each new life phase or challenge.  You develop skills in hanging tough, and become easier on yourself, to cope with the minor indiscretions that come from being a foriegner.  Although you remain an outsider, you come to accept being able to understand a culture that is close to you, without falling completely into it.

And then BOOM, you have an unbearable day, when you want to run away, back to your first country, your old friends, family and Australian sun.  Usually the trigger is small and unexpected.  Today, I saw the wave from a distance, and worried it would swamp me.  I steadied myself, but had no chance this time.

My sister had come for a weekend, on route to a wedding in Switzerland.  I met her baby for the first time, and my children were delighted to see an Aunty that they'd only seen on Skype for the past four years.  At the train station as the ICE pulled away, I felt coldness wash over me.  It was only the next day that I understood: she had come and gone, just like an Autumn breeze, with me, grasping at moments, feeling more grief than joy.  Today, I am tired of the expat life. 

The working poor in Germany

This post might seem overtly political, but it is also niave and untrue to believe that any statement to do with people and their concerns is apolitical.  There are no politically neutral topics, and anyone who suggests so is content and uncritical regarding the status quo...

Teachers are going on strike in Saxony on Friday.  Their reasons include:

• Teacher shortages are acute.  Yet not enough teachers are being offered positions.  Instead, current teachers or those recently retired are being placed into extra hours in subjects beyond their training.
• No relief teacher system is in place.  If your teacher is ill, classes are cancelled or divided up. 
• Special education classes are routinely cancelled, and special education teachers placed elsewhere.
• Teacher numbers are declining or going to other regions or countries, where pay and conditions are better.  At the same time, the number of school students is rising again.
• Many teachers are now 5-10 years from retirement.  Tick tick tick.

Doctors are also threatening to strike over poor conditions.whilst patients pay a significant amount towards health insurance every month.  The issue of covering taxes, healthcare, insurance and paying into a pension scheme (not your pension, but for current pensioners), has created a significant number of working poor.

Before the federal government at the moment is a discussion of the poverty time bomb ticking for older people.  Current projections indicate, that if you work uninterrupted for 35+ years fulltime, earning 2500 euros a month  (before tax), you might hit 815 euros a month for the pension.  That is currently considered the absolute minimum to live with.  And most people in Saxony have periods of unemployment or motherhood, earning nowhere near that amount per month.  Many are afraid of poverty in their old age.

I know people who have worked their whole lives, lived modestly, and yet put off retirement because they simply cannot afford to retire.  They can't just sell the family home - most are renters and have little capital.  This is also a generation knocked around by the changes after the end of the DDR, which rendered their training invalid, shut down jobs, and left them with little to hold on to.

There is also no minimum wage.  I know a woman who supplements her modest pension with 40 hours a week, being paid 330 per month.  Yes.  And many earn 400 euros a month, doing over 80 hours for that amount.  Most German pensioners will have to work part time in their retirement to get by.  That's just the way politics is playing.