(based on the criteria catalogue for multilingual learning activities by Krulatz & Christison, 2023)
\nPair newly arrived students with learning buddies.
Use multilingual wall posters.
Invite student contributions in different languages.
Invite students to use all their linguistic resources when working on a task.
Provide scaffolding options (e.g. vocabulary lists, visuals, etc.) for students on lower language levels.
Encourage and swap between pair or group work and teacher-learner exchanges.
Use open-ended questions to elicit detailed responses.
Promote active, task-focused student participation.
Learn greetings and correctly pronounce names.
Encourage students to use other languages and home languages.
Integrate various languages into classroom activities and encourage code-switching and translanguaging.
Invite learners to share comparisons with/observations from other languages.
Invite learners to summarise information in their preferred language or explain contents to their peers.
Invite learners to share comparisons with/observations from other languages.
Invite learners to share comparisons with/observations from other languages.
Invite learners to share resources like books, movies, or songs in languages other than the language of instruction.
Invite learners to co-create activities in various languages and design multilingual activities.
Encourage learners to share their knowledge about translanguaging and other strategies to foster their multilingual identities also outside of the classroom.
Use simplified language, visuals, and step-by-step instructions.
Provide clear explanations of tasks.
Support written/spoken task instructions with visual aids and modeling.
Introduce learners to translanguaging practices and cross-linguistic strategies.
Invite learners to use all linguistic resources at their disposal to do a task.
Keep reflecting on your approach to interculturality: don't (just) treat it as a topic, but regard it as the reality/norm of the global classroom and intercultural education as an approach to cater for it.
Invite learners to frequently share and exchange viewpoints with their peers so they experience the plurality of - often contradictory - opinions.
Include activities such as role-play and simulation to foster empathy and perspective-taking.
Invite learners to share their individual experiences to connect with the contents of a lesson more deeply and personally.
(based on the criteria catalogue for intercultural learning activities by Peskoller, 2023)
\nActivate learners' previous knowledge through questions such as "What do you know about…?"
Activate learners' previous experiences through questions such as "Have you ever…?"
Encourage learners to analyse their likes/dislikes or talents, e.g. through questions such as "What are you good at doing?" or "Which of the following tips do you find useful?" or "Think about your eating habits for 3 minutes and take notes."
Include activities such as "Tell your partner about your opinion" on…" or "Write down that you think about X".
Include more complex activities such as "Discuss with your partner whether a life on Mars should be possible in the future" or "Write a list of reasons for …".
Include activities such as writing a diary entry from the perspective of a specific person or character, or affective reflections such as "For each text, state how the writers feel, what they believe and want to achieve".
Include activities such as "Compare different options in a given situation" or discuss with a partner what you would do in this situation?
Encourage learners to find out more about and compare various ways of knowing, being, and doing in different contexts by doing internet research, watching documentaries, conducting surveys etc.
Encourage learners to think about how to resolve misunderstandings, make a list of do's and don'ts.
Encourage learners to reflect on statements and behaviours, using questions like "How would you feel in this situation?" or "What do you think is problematic about this statement/behaviour?" or "How could person X be supported in this situation?"
Encourage learners to take different sides in an argument and collect ideas for both positions.
Encourage both activities in which learners have to find a consensus or take a decision and activities in which learners can also keep their own opinion and do not need to convince the other.
Include activities such as role-play and simulation to foster empathy and perspective-taking.
Try to connect activities to learners' interests and Lebenswelt, e.g. by asking "Which aspects from the text/video are relevant in your life? Do you also …? Why/Why not?"
Invite learners to collect different information about their classmates, e.g. in the form of a survey or interviews and display them in the classroom to show the in-class diversity.
Guide learners to reflect on their intercultural learning process, considering emotional, cultural, and behavioral insights gained.
\nInvite learners to reflect on their learning processes connected with encountering and reflecting new ways of knowing, being, and doing, e.g. by asking\\n"What surprised you about …? What would you like to know more about? What have you learnt from this story? Is there anything you will change about your behaviour in the future?"