Ideas for the discussion of relevant content and themes for HLT

Chapter 9 A.1 lists seven points of orientation or determinants which play an important role in the selection of topics and content. Please consider and discuss which of these points are particularly relevant for you and how you take these points into account in the selection of themes.

Are there points of orientation which are missing from the list in chapter 9 A.1? Additionally, which points could and would you like to stress more, where could you improve your planning in this regard?

Chapter 9 A.3 states that transfer-oriented tasks (e. g. linguistic and cultural comparisons) can have a positive effect on the academic development of children from migrant backgrounds. Please, think about and discuss possible reasons for this and the experiences and potentials your students have acquired in this regard!

Which elements of transfer-orientation (e. g. learning events for cultural and linguistic comparison) does your own HLT instruction entail? What could you possibly do in order to more frequently and better integrate this productive perspective (which is also closely related to the background experience and the bicultural-bilingual potentials of your students)? Exchange ideas about your most concrete learning events possible!

A statement in the section “intercultural competence” in chapter 9 A.3 references that in all complex collectives or cultures, respectively, there exists not only variety, but also diversity, heterogeneity, divergences and contradictions. Which points from your own culture come to mind? Which of these points could you thematize with your students, and what would a corresponding instructional sequence look like? Make your planning considerations as specific as possible.

In HLT there exists, in part, the risk of representing one’s own culture through teaching materials and classroom instruction in an idealized, simplified and therefore unrealistic way. Does this pitfall for the HLT in your culture of origin exist as well? What can you do, in order to lead your students to a more differentiated view rather than dwelling on clichés and simplifications?

Please review once more the planning examples in chapter 9 B. Consider and discuss which examples appeal the most to you and why. Are there also examples that are of lesser interest to you? Why?

1st – 3rd grade 4th – 6th grade 7th – 9th grade

Explanations, abbreviations
First language	Also mother tongue or family language: the first language a child has learned and speaks at home. Some children have two first languages.
School language	The language that is spoken in the schools of the host country. In addition, the local dialect may count as an environment language.
Abbreviations	S: Student T: Teacher (instructor)

Legend for indications referencing organizational form, class, time requirements concerning teaching proposals:
	IW = Individual Work
	WP = Working with a partner
	SG = Small Groups
	WC = Whole Class
2nd – 4th grade	Suitable for... to... (e.g. 2nd – 4th grade). Keeping in mind that this designation may vary according to the requirements of the individual students.
20 minutes	Approximate time requirement, e.g. 20 minutes. (Estimated time varies, must be determined by the instructor according to the level and the requirements of the class).

9C. Ideas for the discussion of relevant content and themes for HLT