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Foundations and backgrounds
- Preface to the series “Materials for heritage language teaching”
- Concerning the handbook and workbook “Foundations and backgrounds”
- Acknowledgements
- Ι. Heritage language teaching (HLT): character, specifics, goals, challenges
- 1. What is heritage language teaching (HLT) and what does it attempt to achieve?
- 1Α. Background text on heritage language teaching (HLT)
- 1Β. Practice section: Reports and tips on the job as an HLT teacher
- 1C. Ideas for the discussion about HLT
- 2. What kinds of challenges confront HLT instructors?
- 2A. Background text on the challenges of HLT
- 2B. Practice section: Reports on the challenges faced by HLT teachers
- 2C. Ideas for the discussion about the challenges of HLT
- II. Key issues of current pedagogy, didactics and methodology from the perspective of the host countries
- 3. Key aspects of good teaching: a summary overview
- 3A. Background text on the key aspects of good teaching
- 3B. Practice section: “Good teaching” from the students’ point of view
- 3C. Ideas for the discussion of the key aspects of good teaching
- 4. Key issues of pedagogy in the host countries: overarching “ideological” points of consensus
- 4Α. Background text I on current pedagogy: overarching “ideological” points of consensus
- 4Β. Practice section: Reflections on how to deal with “ideological” issues in HLT
- 4C. Ideas for the discussion of “ideological” issues
- 5. Key aspects of current pedagogy in the host countries: education and school related considerations
- 5A. Background text II on current pedagogy: education and school related considerations
- 5B. Practice section: HLT teachers report on how they dealt with the new teaching culture
- 5C. Ideas for the discussion of educational and school related aspects
- 6. Key aspects of current didactics and methodology in the host countries: selecting adequate teaching and learning methods
- 6A. Background text I on current methodology: selecting adequate teaching and learning methods
- 6B. Practice section: HLT teachers’ experiences with new teaching and learning methods
- 6C. Ideas for the discussion of adequate teaching and learning methods
- 7. Key aspects of current didactics and methodology in the host countries: educationally-oriented performance evaluation
- 7A. Background text II on current methodology: educationally-oriented performance evaluation
- 7B. Practice section: Reports on educationally-oriented performance evaluation in HLT
- 7C. Ideas for the discussion of educationally-oriented performance evaluation in HLT
- 8A. Background text III on current methodology: comprehensive language promotion
- 8B. Practice section: Reports on comprehensive language promotion
- 8C. Ideas for the discussion of comprehensive language promotion
- III. HLT - specific focal points
- 9. Selection of relevant content and themes
- 9A. Background text on the selection of relevant content and themes for HLT
- 9B. Practice section: Examples of lesson plans from different HLT teachers
- 9C. Ideas for the discussion of relevant content and themes for HLT
- 10. Finding and selecting suitable materials
- 10A. Background text on finding and selecting suitable materials for HLT
- 10B. Practice section: Websites and examples of materials produced by HLT teachers
- 10C. Ideas for the discussion on how to find suitable materials for HLT
- 11. Specific lesson planning for the particular needs of heritage language teaching
- 11A. Background text on specific lesson planning for the particular needs of HLT
- 11B. Practice section: HLT teachers report on their lesson planning; some examples
- 11C. Ideas for the discussion about lesson planning for HLT
- 12. Cooperation with the school of the immigration country
- 12A. Background text on the cooperation with the school of the immigration country
- 12B. Practice section: Reports on cooperation projects between HLT and public schools
- 12C. Ideas for the discussion about the cooperation with schools in the immigration country
- IV. Info-section: background, problem areas
- 13B. Practice section: Report on the Albanian HLT in various European countries
- 13C. Ideas for the discussion of HLT in various European countries
- 14. Professional development of HLT instructors: needs, models
- 14A. Background text on the professional development of HLT instructors
- 14B. Practice section: Reports from different countries on the professional development of HLT teachers
- 14C. Ideas for the discussion of professional development for HLT instructors
- 15. Studies on the effectiveness of heritage language teaching – state of research, research problems, need for research
- 15A. Background text on the effectiveness of heritage language teaching
- 15B. Practice section: Report about a research project on the first and second language development
- 15C. Ideas for the discussion on the effectiveness of heritage language teaching
- 16. Conclusion: optimal HLT instruction – a vision for the future
- Authors referenced in Part A
- More proposals
Promoting writing in the first language
- Promoting writing in the first language
- Preface to the series “Materials for heritage language teaching”
- Introduction
- 1. Writing in the native language: not easy, but important
- 2. Goals and structure of this publication
- 3. Key aspects of current didactics of writing texts
- 4. Additional observations concerning text writing in the heritage language
- 5. Evaluation and assessment of written work: important considerations
- 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
- 1. Stories that follow a colon
- 2. Pick word stories
- 3. Choose a word stories
- 4. Who, where, what stories
- 4. Skeleton stories, emotive word stories, scaffolding stories
- 5. Imaginative writing in different social forms
- 1. Partner stories
- 2. One title – many texts
- 3. Writing an adventure book together
- 4. Creating other text collections together
- 6. Short artistic and creative tasks with language (see also # 22)
- 1. Word pictures with one’s own name
- 2. Word ladders
- 3. ABC stories
- 4. Self-portrait, profile
- 5. Working together: a story tree or tree of wishes
- 7. Language riddles
- 1. Answer sentences
- 2. Description riddle
- 3. Creating crossword puzzles
- 4. Stories or story telling with traps, “false tales”
- II. Techniques and strategies for the various phases of the writing process
- 8. Finding ideas, pre-structuring the text
- 1. Cluster
- 2. Mind-Map
- 3. Placemat
- 9. Planning the structure of the text (see also #16, Suggestions for text building)
- 1. Working with a time line
- 2. Working with a scheme to structure and develop a text
- 10. Using titles, subtitles and paragraphs to structure and design a text
- 1. Creating precise and attractive titles: didactic ideas
- 3. Illustrations and layout as means of design
- 11. Techniques for revision and self-correction
- 1. Writing conference: editing texts together
- 2. Editing a text alone (and discussing it later with the instructor)
- 12. Writing for the target audience; designing and presenting attractive texts
- 1. For whom to write: possible target readers
- 2. Methods and media for presenting written 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
- 1. Working with topic-based vocabulary and word fields
- 2. Expanded language tools (sentence beginnings, text-specific phrases, etc.)
- 15. Suggestions for vocabulary building II: working with gap-fill exercises and alternative word tests, etc.
- 2. Working with alternative word tests
- 3. Other suggestions
- 16. Suggestions for text building and structuring (see also # 9)
- 1. Working with cut-up texts
- 2. Working with picture stories
- 3. Parallel texts, generative writing
- 4. Analyzing text structure
- 5. Finding a beginning to an end and vice versa; “sandwich-stories“
- 6. Writing and collecting game rules, instructions for handicrafts, recipes
- 17. Suggestions for improving writing style I: practice with acting and discovering style
- 1. Working with expanding or condensing texts
- 2. Exercises for linking and unlinking of sentences
- 3. Integrated stylistic exercises with paper strips
- 4. Experimenting with formal styles and text types
- 18. Suggestions for improving style II: writing and summarizing in a precise, clear and exciting manner
- 1. Exact descriptions: Variants
- 2. Telling stories in a clear and interesting way: Variants:
- 3. Exact re-telling and summarizing; Variants
- 4. Interesting story telling; Variants:
- 19. Hints for improving syntax and morphology
- 1. Syntax
- 2. Morphology (correct forms)
- IV. Ideas for specific writing contexts
- 20. Writing occasions that are particularly suitable for heritage language education
- 1. Riddle texts
- 2. Reports, posters, presentations
- 3. Worksheets, non-fiction texts and quizzes
- 4. Real or fictitious interviews
- 5. Petitions, appeals
- 6. Letters, mails and sms: class correspondence, blogs and chats
- 7. Problem-oriented texts
- 8. Fantasy texts, wishes and visions
- 9. Language comparison
- 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
- 2. Create your own comic
- 1. Experiments with speech bubbles
- 3. Photo novels
- 4. Mini books
- 5. Follow the path
- Bibliography
- More proposals
Promoting reading in the first language
- Preface to the series “Materials for heritage language teaching”
- Introduction
- 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
- I. Part I: reading promotion
- 1. Reading out loud as a ritual
- 2. Establishing a small library in the first language
- 3. Checking out books at institutions like “Bibliomedia”
- 4. A library visit
- 5. Book domino
- 6. The first sentences
- 7. Developing hypotheses
- 8. Books in goody bags
- 9. Free reading sequences (individual readings)
- 10. Reading out loud and creating recordings for others
- 11. Reading in groups or as a class
- 12. Who can guess my book?
- 13. Riddle string
- 14. Developing questions about texts
- 15. Creating an ad poster for a book
- 16. “Book Slam”
- 17. “Book Dating”
- 18. Reading out loud: a self-evaluation
- 19. Rethinking one’s own reading
- II. Part II: reading practice
- 20. Recognizing letters automatically
- 21. Reading words faster and faster
- 22. Seeing sentences as a whole
- 23. Understanding what I read
- 24. Practicing reading fluency
- 25. Strategies before reading
- 26. Strategies during reading
- 27. Strategies after reading
- III. Part III: literary-cultural education
- 28. Listening
- 29. Characters in a book
- 30. Figuratively envisioning a place
- 5. Bibliography
- More proposals
Promoting speaking in the first language
- Preface to the series “Materials for heritage language teaching”
- 1. Introduction
- 1. What does “orality” mean?
- 2. Promoting orality – and what this means for HLT
- 3. Goals and structure of this publication
- 4. Three key aspects of current didactics in orality
- 5. Exchanges and cooperation with regular mainstream education
- 2. Part I: Accoustical training; suggestions for creative language use
- 1. Accoustical training, five exercises for sound differentiation
- 2. “Anna says…”
- 3. “I see something that you don’t see”
- 4. “Find someone, who…”
- 5. “Hot seat”
- 6. Nursery rhymes and rhymes; poems and poetry
- 7. Rapid-speak verses, playful language
- 8. Simple role plays
- 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
- 22. Preparing and practicing telling stories
- 23. Everyday stories
- 24. Telling personal stories
- 25. Narrating creatively
- 26. Quasi-real play, social role play
- 27. Fictitious playing, dramatization of texts
- 28. School theater
- IV. Part IV: Presenting and lecturing
- 29. Practicing reading out loud and reciting
- 31. Giving a lecture: example “short presentation”
- 32. For evaluation: flashlight
- 6. Bibliography
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Promoting intercultural competence
- Preface to the series “Materials for heritage language teaching”
- Introduction
- 1. Promoting intercultural competence in HLT: reasons and significance
- 2. Goals and structure of this volume
- 3. Competence orientation in HLT education
- 4. The living world concept as an important foundation
- Unit 1: culture and identity – alike and yet different!
- Introduction
- 1.1. That’s me
- 1.2. Inside view – outside view
- 1.3. I and the others
- 1.4. Let me fly!
- 1.5. Included – excluded
- 1.6. The personal identity molecule
- 1.7. Together we are strong
- Unit 2: migration stories – the world in our classroom
- Introduction
- 2.1. Gone with the wind
- 2.2. Migration stories in my class
- 2.3. My migration biography as my source of strength
- 2.4. My homelands – autobiographical narrations
- 2.5. In the past – today – tomorrow
- 2.6. I am writing history!
- 2.7. Three ideas for project days
- 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
- Introduction
- 4.1. Something is not right here
- 4.2. Point the way with language
- 4.3. Active listening
- 4.4. Visiting
- 4.5. How do I deal with critical situations?
- 4.6. Attributions
- 4.7. What inhibits communication
- Unit 5: conflicts – seeking resolutions together
- Introduction
- 5.1. Everything okay! Really?
- 5.2. My no to…
- 5.3. Good reasons for bad deeds?
- 5.4. That’s how we do it!
- 5.5. Remaining cool – or the brighter one is leaving
- 5.6. My conflict thermometer
- Unit 6: democracy and children’s rights: we get involved!
- Introduction
- 6.1. A bouquet of flowers
- 6.2. All different – all alike
- 6.3. If I were a magician
- 6.4. The ballon ride
- 6.5. Rights, responsibilities and rules in the classroom
- 6.6. The human rights poster
- 6.7. Minorities
- Bibliography
- More proposals
Teaching learning strategies and techniques
- Preface to the series “Materials for heritage language teaching”
- Introduction
- 1. Goals and structure of this volume
- 2. About the importance of learning strategies and techniques
- 3. The role of HLT in mediating learning strategies
- 4. About the 10-step training program in Part II
- Part I: learning strategies and techniques for different sub-areas
- 1. Techniques and strategies for practicing in general (M1–4)
- M1. Practicing and training – reasons and a few hot tips
- M2. Understanding and rendering of content
- M3. Creating one’s own training aids
- M4. Flashcards: a useful aid for learning professionals
- 2. Techniques and strategies for using learning tools (dictionaries, encyclopedias, internet) (M5–7)
- M5. Locating something quickly in a dictionary or in an encyclopedia
- M6. Finding your way around books
- M7. Obtaining information from the internet and elsewhere
- 3. Reading techniques and strategies (M8–10)
- M8. Understanding the precise meaning of a text with the 5-step technique
- M9. Highlighting essential information; taking notes
- M10. Creating good summaries
- 4. Techniques and strategies for writing (M11–13)
- M11. Finding ideas, text planning with clusters, mind maps and little notes
- M12. Planning, writing and revising a text, step by step
- M13. Addressing writing problems
- 5. Techniques and strategies for the preparation of presentations and tests (M14–15)
- M14. Preparing and delivering a presentation
- M15. Preparing yourself for a test: tips and techniques
- Part II: the 10-step training program for successful learning
- S1. Step 1: adequate sleep and exercise
- S2. Step 2: healthy eating, wholesome breakfast
- S3. Step 3: your workplace at home
- S4. Step 4: a quiet workplace
- S5. Step 5: fixed working hours
- S6. Step 6: planning the work: a) making a plan
- S7. Step7: planning the work b) setting goals and subgoals
- S8. Step 8: beginning the work
- S9. Step 9: working in a concentrated manner, taking breaks
- S10. Step 10: and if once you absolutely don’t feel like….
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