1. Working with cut-up texts
The instructor distributes texts (5–10 age-appropriate sentences), which have been cut up into strips (one sentence per strip). The selected text should be action-oriented with a clear sequence structure. Task: sort the sentences and paste …
Read more2. Working with picture stories
Individually or in pairs, the students receive a cut up picture story (4–8 pictures). They are tasked to order the pictures in the correct sequence, paste them onto a sheet of paper, and describe the …
Read more3. Parallel texts, generative writing
The students receive a text template (e. g. a short story or a poem). They then write a variation of it, based on this template.The variation might consist of a changed protagonist (instead of a barking …
Read more4. Analyzing text structure
Variant 1: Students receive one or more texts (with a clearly structured chronological order) , as well as a sheet of paper on which they draw a timeline (see #9). They then write key words …
Read more5. Finding a beginning to an end and vice versa; “sandwich-stories“
The students receive the beginning of a text (e. g. the first sentences of a story or the opening paragraph of a newspaper article). Working individually, in pairs or groups of three, they are to write …
Read more6. Writing and collecting game rules, instructions for handicrafts, recipes
Writing action-oriented instructions with clear sequences, like the rules of a game, building sequences, instructions for handicrafts, recipes, etc., requires a particularly clear, sequenced formulation and text construction, as the text might otherwise confuse rather …
Read moreTable of Contents
- Preface to the series “Materials for heritage language teaching”
- Introduction
- I. Introduction: low-threshold level writing examples and activities to promote motivation
- 1. Preliminary exercise: shared story telling by turns, sequels or chain stories
- 2. Writing collectively: alternating, continued, chain or folded stories
- 3. Texts with a colon: picking words, and who, where, what stories
- 4. Skeleton stories, emotive word stories, scaffolding stories
- 5. Imaginative writing in different social forms
- 6. Short artistic and creative tasks with language (see also # 22)
- 7. Language riddles
- II. Techniques and strategies for the various phases of the writing process
- 8. Finding ideas, pre-structuring the text
- 9. Planning the structure of the text (see also #16, Suggestions for text building)
- 10. Using titles, subtitles and paragraphs to structure and design a text
- 11. Techniques for revision and self-correction
- 12. Writing for the target audience; designing and presenting attractive texts
- 13. Guidelines for the students: worksheets WS 1 + 2
- III. Ideas to further partial aspects of writing
- 14. Suggestions for vocabulary building I: working with word fields and expanded language tools
- 15. Suggestions for vocabulary building II: working with gap-fill exercises and alternative word tests, etc.
- 16. Suggestions for text building and structuring (see also # 9)
- 17. Suggestions for improving writing style I: practice with acting and discovering style
- 18. Suggestions for improving style II: writing and summarizing in a precise, clear and exciting manner
- 19. Hints for improving syntax and morphology
- IV. Ideas for specific writing contexts
- 20. Writing occasions that are particularly suitable for heritage language education
- 21. Suitable projects for cooperation with mainstream education classes
- 1. Multilingual poetry collection (eleven poems, etc.)
- 2. Multilingual picture books or adventure books
- 3. Multilingual student papers or wall boards
- 4. Contributions to project weeks or exhibitions, like “our cultures”, “where we come from”, “great vacation destinations”, “our languages” etc.
- 5. Multilingual recipe collections
- 22. Artistic-creative design projects with language
- Bibliography