3A. Background text on the key aspects of good teaching
Andreas Helmke,Tuyet Helmke 1. Introduction What makes a “good” teacher, regardless of gender? The answer will vary entirely according to the interpretation of the manifold tasks inherent in the teaching profession – teach, educate, consult, diagnose, innovate. …
Read more3B. Practice section: "Good teaching" from the students' point of view
“Good teaching” from the students‘ point of view: results of a small survey Based on questionnaires from the HLT classes of Sakine Koç, Dragana Dimitrjevic´, Valeria Bovina, Nexhmije Mehmetaj and Nexhat Maloku, evaluated by Basil Schader. As …
Read more3C. Ideas for the discussion of the key aspects of good teaching
Please note three or four conclusions from the text in chapter 3 which appear most important to you. Discuss them if possible with others in groups of two. Proceed in the same manner with …
Read moreTable of Contents
- Preface to the series “Materials for heritage language teaching”
- Concerning the handbook and workbook “Foundations and backgrounds”
- Acknowledgements
- Ι. Heritage language teaching (HLT): character, specifics, goals, challenges
- II. Key issues of current pedagogy, didactics and methodology from the perspective of the host countries
- 3. Key aspects of good teaching: a summary overview
- 4. Key issues of pedagogy in the host countries: overarching “ideological” points of consensus
- 5. Key aspects of current pedagogy in the host countries: education and school related considerations
- 6. Key aspects of current didactics and methodology in the host countries: selecting adequate teaching and learning methods
- 7. Key aspects of current didactics and methodology in the host countries: educationally-oriented performance evaluation
- 8. Key aspects of current didactics and methodology in the host countries: comprehensive language promotion
- III. HLT - specific focal points
- IV. Info-section: background, problem areas
- 13. HLT in various host countries and linkage with their school systems: overview, facts, models
- 14. Professional development of HLT instructors: needs, models
- 15. Studies on the effectiveness of heritage language teaching – state of research, research problems, need for research
- 16. Conclusion: optimal HLT instruction - a vision for the future
- Authors referenced in Part A