Questions of teachers and teaching training students
We asked teachers and training teacher students to tell us their questions about teaching literacy in diverse classrooms. We aim for responding to all of your questions during working on MLM. If you have further questions do not hesitate to send them to us (hanna.sauerborn[at] ph-freiburg.de).
Here are your questions:
- Is it useful and reasonable to also support and promote multilingual children in their mother tongue?
- How can vocabulary be practiced adequately?
- How can be determined whether a child suffers from dyslexia or linguistic problems due to bilingualism?
- How can the acquisition of new vocabulary be strengthened?
- How can the use of the correct tense be practiced?
- Is fluent reading a prerequisite for meaningful reading?
- What concrete assistance measures can be used to promote textual comprehension?
- What are reasonable exercises to motivate children to speak in complete sentences?
- How can a child’s listening comprehension be strengthened and also reviewed?
- What is a good way to get started with the special assistance of/with children with a foreign language background?
- How can rules be taught that children do not know from their mother tongue, e.g. different articles in German?
- How can reading, writing skills and the correct use of the articles in German be promoted?
- How can vocabulary training be sustainable?
- What can be considered to be a good starting point if there is hardly any vocabulary present in the first place?
- How can words be taught that cannot be displayed as images, e.g. abstract nouns?
- How can unknown words be introduced?
- Should a word introduction refer only to the word itself or should its properties also be included, e.g. plural and article?
- When is the right time to go into teaching past tense?