A Primer for Accompanying Secondary Student Groups To

DOCUMENT RESUME ED 341 257 FL 020 015 AUTHOR Becker, Jim TITLE A Primer for Accompanying Secondary Student Groups to France. Revised . INSTITUTION University of Northern Iowa, Cedar Falls. Malcolm Price Lab. School. PUB DATE 91 NOTE 76p.; Booklet originally written in 1979. Best copy available. AVAILABLE FROM Malcolm Price Lab School, University of Northern Iowa, Cedar Falls, IA 50613. PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Check Lists; Field Trips; Foreign Countries; Guidelines; *Leaders Guides; Orientation Materials; *Study Abroad; Tourism; *Travel IDENTIFIERS *France ABSTRACT Many of the factors that can help ensure a successful and positive learning experience for teachers, leaders, chaperons, and students who travel and/or study in France are addressed in this publication. Although it is geared toward France, many of the ideas, especially the section on pre-departure orientation, can be applied to any travel group. The primary objectives of the booklet are to help teachers develop confidence in taking students abroad, to promote the "know before you go" mentality, and to provide an information resource. Among the nearly 100 topics covered are the following: itinerary, airport check-in, menus, post office, insurance, Immunizations, drugs, transportation, passports, m!ney, parent role, returning home, group leaders, museums, shopping, and various aspects of visits to Paris.(LB) A********************************************X************************* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** u 5 DEIPARTMENTOP IDMCATION ()terr nt I ehrceironeA110It &Ad MnprON4414 E DUCA TI MAL RE SOURCES INFORMATION ''ERMISSION TO REPRODUCE THIS CENTER sotto th,% clotum1MtNal D 04041VCOCI as ..4A1ERIAL HAS BEEN GRANTED BY ,..rasrad ruse. tn. pgrsor, or orciutqatocgi ,,,t.prcitiric 41 rs5. r r 10,n00 rnangats AA.* Wen witOft to .ffl4otove anieecker 'rotor:14c t.on Ott.41My Mo. nIS Of r4Pt Of 0$14,0011 ',sire Coco. 1.4.rltdo not necasSarrip revelment othcle 14*.rn langtage Department (II RI vIvtron oowcy TO THE EDUCATIONAL RESOURCES ,NFORMATION CENTER (ERIC) loa's laboratory Schodl OsclarTallst Ilk 50613 \s r;_, 5` 4'," ,:Zskt", N mgr. re ea .'1','....,...,AV.4",,:.,..46.' ' Thu Uoklitt waa orginally copyriqhted in 19/9. It hal been ccaplet.s.ly reitritten and contains dosetat of helpful ideas, hints, addra3803 and means for making a tx..p to rrance with students more enjoyable and successful for the teacher.It is hoped that you will gain many good ideas from the 'contents and frm my personal experiences and those of" colleagues over the years.Zech of my 16 trips to ruines have been enjoyable and each has peratitted Ise to acki smoothing t° this booklet.Enjoy! S.'. 2BEST COPY AURAE A Primer for AccompanyingSecondary Student Groups to France Jim Becker, Chair Modern Language Department Northern University High School University of Northern lows if 1991 &Imam& This publication addresses many of theprime factory that can help to insure a succssful sad positivelearningexperience torteachers,leaders,chaperones and studeals who travel aadior study in Fresc. It addresses France and only France, however the many ideas shared can be applied toalmost any travel group, specially the section IND pre-departureorientation. The information shared comes hew the manyfirst-haedxperiencesoftheauthor,hiswife,otherleaders,travel orgialzatieiti, and from stodents. The major objectiveslathiswriting project was to help, teachers to develop coolideacelataking student groups abroad, to promote the importsace of the Meow, before yougor mentality,and, to have access to a 110110111c that can provide an infrastructuretofollow beginning with th planning stage sad contioulag through the returntrip home. The publicationIs based on the xperiences of Mon different trips that theauthor has taken to France. While not all of these experiences were with student., eachhas provided many Ideas to share Me the Nader. TAP* Author introduction. Few topics are more subject to interpretation andmisunderstanding than 'travel- abroad", 'study-abroad and Intercultural communication.'Travel abroad can mean anything from a first-clan excursion to the worst kinds of experiencesimaginable. Study abroad I. an umbrella term that hes come to mean any kind of progam thatpermits students to travel across the Atlantic and spend time in a foreign country.Intercultural communication often means any kind of contact or contact made with native speakers, even assimple as handing a train ticket to the "contr6leur" in the T.G.V. train. The number of programs for secondary studentshas steadily grown during the late 60's and early 70s.Presently, most stillin business are well operated.The programs are diverse in content and cost.They range from genuinely valid to semi-fraucklient.They may enrich or they may exploit.False claims in one program may turn out to be a rewardin another.Claims of °building crose-cultural awareness and communicatioir maybe left to serendipity and on the spot teacher creativity. If those indelible impressions that will be left on theminds of the young Americans we to be positiveand worthwhile, thin it is imperative that a firmfoundation be laid beAre going abroad.Teachers/leaders should plan well for this in the formatof a Pre- Departure Orientation (POO) meeting that focuses upon awide variety of useful pre-travel information, building comradeship, and a noble attempt to destroy anyevident ethocentricity. 3 jntroduction(C ontinued) : The author hopes that readers willfind the materials helpful to build worthwhile prowams.The content in this publication has been pared and re-worked many timesfrom the original text prepared in 1979.Curtrent helpful resources are included such as ackkesses in Pals, phone numbers, travel guides, and suggested sites end museums tovisit once abroad. The author wishes to provide teacheralleaders with novel ideas, solidexamples and exemplary materiels that can help student travelers to avoid the "mindessness" oftenassociated with group travel. Mindlessness refers to the "This is Tuesday, this must be Belgium" mentality associated with various types of student group travel. The author feels strongly that students who become Involved° in the culture through a variety of means including contact with native speakers, plannedobeervations, the recording of events and sentiments, and other important lasting typosof experiences aids to build a cultural awareness, understanding, and sensitization that takes on.below the surface of the panorama. Many hints and suggestions are provided as it hoped that leaders will find theseuseful once abroad. Included ere many sample problems and simple solutions.Most have been encountered by the author and other leaders.The publication could beentitled:Problem Solving 101 in France, as the degree of efficiency in handling problems that willstsauc that thosein charge exhibit abroad will determine the ultimate degree of success of the adventure.An adventure is described "a thrilling experience that is loaded with unpredictable occurrences"... a trip to France with secondary students! The student maturation process that takes place due to well-conceived and well- conducted programs is often hinged on how well students we prepared before going abroad. This often means building tolerance for disparate modes vi thought and expression and the acceptance of other life styles (culture shock).Acquking information about the culture peE rather than allowing an individual to enter that culture may be compared to an athlete that trains daily and yet who sits on the bench and who is not slowed to take part in travel and study abroad?Knowing the language of the country where the student is traveling is an extremely important asset, even on an elementary basis.Anyone who has traveled to a country where a language I. spoken that they do not know can vouch for the fact that the natives appreciate any attempt to speak their language, even on a superficial level.It has been said that "the beet compliment anyune can pay to a person in another country is to speak their languageTM, and few can debate this wonderful axiom. Ne. OA. 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