Introduction

1. Reading in the heritage language: possibilities and challenges

That people should be able to read and write in their heritage language, native language or first language is important and self-evident; those who lack these literal skills inevitably remain illiterate in their first language. …

2. Goals and structure of this brochure

Reading and writing in the first language, as described above, are not abilities that one can well forego in the migration, like any other skill. That students be able to obtain and work with written …

3. Key aspects of current reading didactics

Reading cannot be learned from one day to the next. The path from slowly deciphering individual letters all the way to fluently reading a whole book is long, often difficult and arduous. Most children and …

4. Additional aspects specifically related to reading in the heritage language education classroom

Reading and reading promotion in HLT differs from reading education in the regular classroom primarily in terms of the language of the texts and their cutural provenience, as described above. The work and training areas …

Preface to the series “Materials for heritage language teaching”

Reading in the heritage language: possibilities and challenges

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).

1. Reading in the heritage language: possibilities and challenges

2. Goals and structure of this brochure

3. Key aspects of current reading didactics

4. Additional aspects specifically related to reading in the heritage language education classroom

Table of Contents