Introduction
Not only the public school, but heritage language education (HLT) as well, is pursuing the goal of supporting all students in the development of their identity. The development of one’s own identity and the confrontation …
Read more1.1. That’s me
Procedure: The students receive a sheet of paper with the outlines of a tree. They learn that the tree is a figurative depiction of their own person, with the parts of the tree representing the …
Read more1.2. Inside view – outside view
Hints: This exercise can lead to very personal, perhaps even painful insights, and must be carefully guided by the teacher. The students should only reveal as much as they feel comfortable; it should in no …
Read more1.3. I and the others
Hints: The self and external analysis presupposes a great deal of confidence in the group and demands of the teacher an ability to deal with sensitive issues. It is useful to previously discuss and illustrate …
Read more1.4. Let me fly!
Hints: The reflection about one’s own multicultural identity can easily be extended to a project of 2–3 weeks, whereby the individual parts or facets of the kite are more deeply analyzed. In doing so, the reflection …
Read more1.5. Included – excluded
Hints: It is helpful if the students already have had experiences with role play. The important rule is that comments may only be made after, but not during the role play! Source: http://www.fippev.de/t3/fileadmin/fippev/userdaten/PDF/Anti- Bias-Ordner/Diskriminierung_Antibias_in_der_Schule.pdf Procedure: Information to …
Read more1.6. The personal identity molecule
Hints: Source: “A World of Difference”; Institute Training Manual, ©1994 Anti-Defamation League. Procedure: The students receive a worksheet “My personal identity molecule” to comprehend what is at issue. In a short class discussion, they then reflect on the …
Read more1.7. Together we are strong
Hints: Source: Schilling, Dianne (1993): Miteinander klarkommen. Toleranz, Respekt und Kooperation trainieren. (Getting along with each other. Tolerance, respect and cooperation training). Mülheim an der Ruhr: Verlag an der Ruhr. Procedure: The students form groups of 6–12 …
Read moreTable of Contents
- Preface to the series “Materials for heritage language teaching”
- Introduction
- Unit 1: culture and identity – alike and yet different!
- Unit 2: migration stories – the world in our classroom
- Unit 3: our languages – we speak more than one language!
- Introduction
- 3.1. Language outlines
- 3.2. Bilingual or multilingual writing projects
- 3.3. Language-biographical themes
- 3.4. Using electronic media in different languages
- 3.5. Dialects in our language and other languages
- 3.6. Correspondence to intercultural questions
- 3.7. Language use: different, depending on the context!
- Unit 4: intercultural communication – getting along with each other
- Unit 5: conflicts – seeking resolutions together
- Unit 6: democracy and children’s rights: we get involved!
- Bibliography