Introduction
The aim of teaching in general, and heritage language teaching in particular, is to integrate all children and adolescents with their own stories, characters, requirements and qualities into one common reality within the class and …
Read more5.1. Everything okay! Really?
Procedure: The instructor writes the title “Everything okay! Really?” on the board or a flipchart paper. The students think about the things in their group or their class that are not okay. It is important …
Read more5.2. My no to...
Procedure: The instructor describes a typical conflict situation. The situation is then acted out two to three times as a role play. Example: one child builds a tower with building blocks. Another child joins in …
Read more5.3. Good reasons for bad deeds?
Procedure: The students sit in groups of three or four. Each group receives one or two short descriptions of situations in wich one person does something negative. (Example: a child threatens to beat up another …
Read more5.4. That’s how we do it!
Procedure: The class is divided into groups of three or four students. The instructor presents small cards (or a list) with a series of possible problems and conflicts (see sequence 5.1). These can be either …
Read more5.5. Remaining cool – or the brighter one is leaving
Procedure: The instructor asks the students to tell about dispute situations. The class then explores various ways of reacting to provocations and “dispute invitations” and other possible strategies to avoid them. The instructor records the …
Read more5.6. My conflict thermometer
Procedure: The instructor explains the issues (see above) and places three temperature cards in form of a thermometer on the floor. 100° centigrade signifies that it is a “hot“ conflict, whereas 50° C would indicate …
Read more5.7. Solving the problem in 6 steps – peer conflicts
Procedure: The instructor describes a realistic conflict situation. (Example below). The situation will be dramatized in form of a role play. The students discuss how the conflict could be resolved. It is possible that they …
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