Test Lessons BGE for Self-Study

Today I completed two test versions “BGE for self-study”!!! Version 1 consists of an international main book in English + audio files and an accompanying book in German. Version 2 consists of a book especially for German learners.

These materials are now sent to various test persons, who should work with them and give me feedback by March 31.

Joachim Grzega

BGE for Entertainment

I used BGE in a new experiment: I tried to speak and sing just in BGE manner at a performance I gave to a “normal/average” audience–and it seemed to work well; the audience liked it. Here’s the report in the local newspaper, Eichstätter Kurier.

Joachim Grzega

Akademie Schönbühl, BGE and LdL in the Press

Since this week I am the partner of a private limited company: the Akademie Schönbühl, an enterprise for advanced training and further education. I’m working together with Alfred Weinberger, who has already established an interesting program of courses and who has a high reputation reaching institutions not only in southern Germany, but also in Austria and Switzerland. At the Akademie Schönbühl, I will try to establish a new competence center for languages and communication.

Due to this new cooperation, I was interviewed by Michael Lehner, journalist working for the Schwäbische Zeitung. He understood the idea of BGE and LdL very fast and made suggestions for the further development and spread of BGE and LdL. He has tried to condense all the information he collected during the 90-min interview in this article, which appeared today.

Joachim Grzega

Video of a Lesson in Jean-Pol Martin’s Class

Lutz Berger and Christian Spannagel with his students videotyped a lesson with Jean-Pol Martin’s class during their visit in Eichstätt. The video is available on Lutz Berger’s website. You will see that Martin intervenes quite a lot, while I personally try to reduce my interventions. The important thing is that you know what the goal of a lesson is (i.e. what are the bits of knowledge and terms that learners should be familiar with at the end of the lesson) and that you make sure that the learners don’t deviate too much from the path(s) toward that goal. The ideal (for me) is to have lessons where I don’t have to say something to get the class on the right track or to solve problem, but where I can just join a discussion as a totally equal member of the group.

Joachim Grzega