I would like to present a project that on the one hand enables intercultural exchange in
school life and on the other hand enables students to increase their reading skills in order to
achieve equal opportunities. Reading is required for learning in all subjects and thus crucial
for achieving the learning goals, which in turn is reflected in the grading. A good grade is
necessary for being able to take advantage of higher educational opportunities.
• Multilingualism and reading become a part of school culture
• Students gain encouragement and motivation to read
• Literacy education
• Language Awareness
• Parents and community are involved
• All stakeholders develop and increase their intercultural competences
• Children get help to get along in all subjects and they are prevented them from being
left behind through underachieving
• Community (especially older ones reading aloud to children)
Tasks and questions:
• Promoting reading regardless of class levels and subject boundaries
• Cooperation between teachers and families
• Material equipment with books and nice reading zones
• Involving pedagogically inexperienced people from the community
Fairy Tale Café
As part of this project, students should learn about other languages and people who speak these languages. Here, languages of origin of pupils can be included particularly well.
The fairytale cafe should take place regularly. Parents and volunteers from the community are invited to read a fairy tale they like. It shouldn’t just be about the typical German fairy tales. In different cultures there are different fairy tales that the children can get to know.
Children are invited with their siblings and parents to take part in the fairy tale café. The
reading session is held in both, the original language and German. One paragraph of the fairy tale is read out in the original language. After this another person reads out the German translation. Meanwhile, main terms of the fairy tale in both languages are hung on cards on a pin board and the children are taught how to spell them.
Afterwards there are various workshops appropriate to the respective fairy tale that the
children can visit. A differentiated offer is made, so that there is something for younger and older pupils. This can e.g. be a theater workshop, something to craft or cook.
Students can hear how certain languages sound and spot similarities and differences in
languages. The students also get to know different literary cultures.
In addition to this the readers of the fairy tale café are asked to speak the text so that a
recording can be made, which will be available in the school library. This can also be used in everyday lessons.
Reading tandems are part of the reading concepts of a whole range of schools. The reading tandem is proofed to improve the reading process and is carried out as a partner work. The tandems consist of a student, who can already read well (or an adult), the “reading coach”, and a “reading athlete”, who still has to train his reading skills.
During lecture breaks, mostly older students read to the younger ones once or twice a week during a break. They can choose from fairy tales or short stories they like to make the little ones want more and practice their own reading skills.
Evaluation and future development:
How often do students take part in the different activities?
What do they enjoy most?
Is there any improvement in their reading abilities?