A few words about potential visit strategies:

The materials here are for the use of the English teacher whose class I visit. It is, of course, for that teacher to determine the best way to use the documents (or not).

Three (of many) potential strategies are:

1. Tell the class very little about my background. This gives students the opportunity to go on a verbal "treasure hunt" by asking questions--turning the visit into a kind of game. Then, the next day the teacher might print one or more of the documents (in English and/or Danish) for in classroom use, discussion or homework assignment.

2. Use one or more of the materials as reading assignments in class, or as homework prior to the visit. This can serve to introduce new words and/or better prepare the class for the experience.

3. Use the materials to generate and provide (some days prior to the visit) a new word list. This strategy preserves the opportunity for the visit's "game" but enhances their vocabulary for the meeting.

No matter what strategy the teacher uses in regards to the materials, I normally introduce myself to the class in Danish. I want them to hear me stumble along in my "dårligt sprog" and thick Texas "kartoffelmund" accent. Then I switch to English (should I say "American" or "Texan"?) and explain that after hearing how badly I speak Danish they should not hesitate to speak English with me (even as the class listens).