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Praxis: Sprachanimation inklusiv denken und gestalten
Strengthening individuals
Key questions: What abilities can have the same quality as a “mother tongue” that can be taught to others? If there are methods that require one to see, why not develop methods that require one to be blind? Can group leaders integrate an element that only few will complete suc- cessfully, but that is a challenge for everyone? What can minority groups and marginalised individuals do better than the average participant? What can I learn from someone to whom I feel superior? Criteria: Inclusive Language Animation offers elements that are a challenge for the dominant majority group and hence encourage them to reflect on what they take for granted. It enables role-switching. It doesn‘t expect a certain outcome, but instead encourages participants to offer their own solutions and share them with others. It enables feedback and self-reflection. Inclusive Language Animation recognises that all participants have their own special needs, abilities and shortcomings, but it prevents these from impacting negatively on participation, self-determination and independence. All of these considerations can help to question one‘s own learning environment and methods in such a way that it becomes clear that people bring varying abilities to the table, without playing these off against each other or ranking them in terms of what‘s good or bad. They make it easy for participants to shine and let others shine, too. Group leaders can respond to certain aspects (such as those listed under “Examples of excluding elements”), but also help to identify new aspects and respond to these, or to address them in such a way that exclusion is no longer an option – instead ensuring that its effects are minimised or even eliminated altogether.
Idea: Language Animation, especially in multilingual settings with input from interpreters, allows participants to com- municate in their mother tongue. This enables them to communicate far more clearly, giving a clearer insight into the circumstances they live in and how they define and deal with challenges (for instance by observing how they respond to proverbs, historical contexts, or untranslatable terms and social concepts). It makes a difference if participants are used to “making” decisions (English), “finding” them (French: “trouver”) or “hitting on” them (German: “treffen”). Transfer: Inclusive Language Animation provides an opportunity for everyone to contribute in such a way that their spe- cial qualities are revealed. The lower one‘s expectations of oneself, the easier it is for apparently non-disadvan- taged individuals to recognise that they, too, are not good at everything. Inclusive Language Animation offers an insight into participants‘ life-worlds and deconstructs ingrained attitudes and stereotypes.
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