22. Preparing and practicing telling stories
Procedure: The instructor tells the students a short story. S/he pays particular attention to implementing and emphasizing her storytelling tips (see next page). (Variant: the instructor first narrates the story in a dull, monotonous voice, …
Read more23. Everyday stories
Procedure (choice of possibilities): In case the “ritualized” storytelling circle (see #17) is not used, the introduction to everyday stories may also originate from teacher input. For instance, the instructor may show a picture or …
Read more24. Telling personal stories
Hints: We are not going to focus on uncontrolled, spontaneous telling of personal adventures and experiences, etc. here, as this should have its place in school anyway. This can occur in directed situations, such as …
Read more25. Narrating creatively
Procedure: As a possible introduction, the instructor tells a story, e. g.a fairy tale, a legend or another (not very long) story from the students‘ heritage culture and literature. The instructor endeavors to create a vivid …
Read more26. Quasi-real play, social role play
Procedure: The instructor describes a situation that entails a certain potential for conflict or tension. Examples: a) In school, two students quarrel because one of them inadvertently broke the other student’s pencil. b) In their spare time, …
Read more27. Fictitious playing, dramatization of texts
Procedure: As point of departure serves a text that is suitable for dramatization or a story, respectively, which can either be read by the students themselves or read out loud or told by the instructor. …
Read more28. School theater
Procedure: A script for the play is written together with the students, or an existing story will be adapted into a scripted dialog for the theater (both variants being extremely instructive writing projects). It is …
Read moreTable of Contents
- Preface to the series “Materials for heritage language teaching”
- 1. Introduction
- 2. Part I: Accoustical training; suggestions for creative language use
- II. Part II: To conduct oneself adequately in conversations – in pairs and in groups
- 9. Establishing and practicing conversational rules
- 10. Preparing for a conversation
- 11. “Think – Pair – Share”: An alternative procedure for preparing oneself for a group discussion
- 12. Tying into the discussion contributions of others
- 13. Providing feedback
- 14. Accoustical training, five exercises for sound differentiation
- 15. To assume the role of discussion moderator
- 16. Planning discussion
- 17. Storytelling circle
- 18. Discussing and arguing together
- 19. Conducting educational discussions
- 20. Philosophizing together
- 21. Preparing for a survey or an interview
- III. Part III: Narrating and interpreting of experiences and stories
- IV. Part IV: Presenting and lecturing
- 6. Bibliography