Session 7

You have just found out that you have been chosen to spend one month at a high school in your target language.

SESSION 7

Decorative image. — SNA (INTEF). *Preparing for mobility. Created with Genially.* (CC BY-SA)

We suggest the following heading (which can be modified depending on the destination country):

This mobility is part of an Erasmus+ project at the school and is funded by the European Commission.

Depending on where you live, the situation is as follows. If you are a student from Spain, you will have the chance to participate in a one-month long-term mobility programme at a school in France as part of the Erasmus+ programme.If you are a student from France, your one-month mobility will take place at a school in Spain.

All that remains now is to prepare yourself linguistically and culturally. This involves breaking down stereotypes, understanding the importance of getting to know the other culture, finding out what people are like in the destination country, learning from the different situations you will encounter, and overcoming personal barriers.

It will be your first time in the country, and your virtual partner will be your culture/ language expert guide. So, make sure to follow the guidance from your virtual expert before your trip.

ACTIVITY 1: What does your partner need to know about your culture? What would you like to know about your partner’s culture? What are we like? How do we act in certain situations? What personal barriers do I need to overcome?

Each international team of 3–4 students must choose 3 sub-topics from the following: music, cinema, festivals, the political system, nourriture, mythes, urbanisme, sport and physical activities(chosen in session 4 by the students).

Through your written interactions, you must aim to:

Learn more about each other’s culture (e.g.: vous/tu, meals, ceremonies, daily life). KNOWLEDGE.
Being able to know how to do things. Develop the skills and abilities needed in different contexts (e.g., routine activities like visiting an art exhibition). Example: A student who eats in the classroom in Spain and sees a sign every day that says ‘No eating in the classroom’ should be able to follow the local rules of that country.. KNOW HOW TO DO.
Understand your personal strengths and weaknesses (e.g., shyness, extroversion). KNOW HOW TO ACT.
Be able to learn from your virtual peers (e.g., develop a method to self-correct in oral and written production, explore topics in depth rather than staying at a superficial level, don’t be afraid of conflict, argue your points and show respect). KNOW HOW TO LEARN.

It’s very important to set deadlines and to plan ahead.

ACTIVITY 2: Intercultural Awareness

How are we similar, and how are we different? Differences and similarities in what we’re like, in our reactions to certain situations and what we know about each other's cultures. INTERCULTURAL AWARENESS

We suggest the following heading:

Reminder: Where to write: You should write in the shared document where you exchange information about both cultures, specifically on the chosen sub-topics related to inclusion and diversity. Use the digital tools provided by our school or autonomous community or city. If these are unavailable, work with a collaborative whiteboard as recommended in the resources section.