This publication supports the teachers and students of heritage language education in developing writing competences in the first language in an educationally current, enjoyable and motivating manner. The introduction to didactic key aspects of writing texts is followed by an abundance of specific teaching proposals and suggestions.
This current volume begins with a collection of simple, playful forms of developing the motivation to write at all age levels while recognizing that many students experience significant blockages, at least initially. Pursuant to the insight that strategic knowledge is as important as knowledge of facts, part II offers techniques and strategies to help students in the various phases of the writing process. Part III comprises nu-merous concrete suggestions of partial aspects, such as vocabulary development, developing text structure, or style. The last part includes an array of suggestions and ideas that are thematically particulary appropriate for the context of heritage language education and cooperation with regular classroom instruction or artistic-creative projects.
For quick orientation, each suggestion lists a recom-mendation about the arrangement (from individual work to class work), about the age-appropriate level for this exercise (e. g. 3rd – 7th grade) and for the approximate time requirement. Each suggestion also describes the goals and the specific approach, clearly and comprehensibly formulated. All of the teaching suggestions were critically examined and, for the most part, practically tested by different heritage language instructors.