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Frut salad

PeerThink Standard Sheet: Input/Method/Exercise

Based on RealGeM & GemTrEx, with adaptations referring to Blickhäuser & Bargen1

Name of the Input/ Method/Exercise
Fruit salad (in different languages)
15 minutes
Target Group/Criteria for Access
Adolescents from the age of 12 years; mixed group with different language backgrounds
Chair circle, flip chart
Learning Outcomes
the multilingual reality
some words of a different language
to play with different languages
have fun
Method Instruction
Ask for attention that nobody will be pushed while changing places.
Step-by-Step Description

Fruit salad is a game of action – an original warm up method. The participants are sitting in a chair circle and are divided in to, e.g. three sub-groups called, for example “apples”, “strawberries” and “cherries”. One person is inside a circle of chairs where the other people are sitting. The person inside asks to change the place, for example to the group of cherries and the “cherries” have to follow the calling. Now the inside person tries to get a chair. The person who does not get a chair goes further on. The speciality is to use different languages.

1.Build a chair circle where everyone can have a seat. You as facilitator are inside the circle and have no chair.

2.Now you count the people like 1, 2, 3, 1, 2, 3 and so on but with names of fruits apple, strawberry, cherry, … (if the group is very big you can count a 4th fruit like banana or peach or what ever you want). You are counted as one fruit as well.

3.After that the person inside the circle asks the people to change the place by calling, e.g. the cherries to change to trade places and they have to follow the calling. The call “fruit salad” means that everyone has to change the seat. The only rule is not move to the chair next to yours.

4.When you have explained the rules you introduce that you will play that game not only in the common language of the majority but in other languages and you ask the students for translation of the words into other languages they speak like, for example Turkish, Russian … So you might have the cherry in Russian, the apple in Turkish and the strawberry in Kurdish.

5.Write the words down on a flip chart/board. The students can teach the pronunciation for a while. This part has it own importance because of the recognition of the language, competences of Turkish, Russian, etc. speaking Youth.

6.Now you can start the game again.

You can play with other groups of words like tools or …
Frame Conditions
(Room, Space)
group size
recommendation about point of time or process (e.g.“starter”)
Framework/Related Methods

This method can be used as starter as well as warm up after a break or when the concentration level is low. Do not debrief the game. It is more on the level of experience than on cognition. The multilingual reality should be concerned as normality, not as exception.
The game can not be played when people have physical difficulties to run around and change chairs. Or the game has to be moderated if the participants have physical difficulties to move.
Possible difficulties
  • group situation
  • point of process
Perhaps the students do not know the translation of each word. Let them call the mother, father, grandparents or whom ever. Or they have different words for the same thing. Look for a compromise. The important thing is to recognize the knowledge of the students.
Comments and Experiences/Evaluation
The intersectional aspect of this method is not on the obvious but on the mediate level. Our experience is that young people with migrant background are really happy when their second (or first) language is recognized, e.g. in school. At least in Germany young people with migrant backgrounds who speak two or more languages often have the experience that the non-German language is not appreciated. They like to present their non-German language and the classmates see their resources and not just their deficits.
Bildungsteam Berlin Brandenburg e.V.



1 Blickhäuser, Angelika / Bargen, Henning von (Hrsg.) (2006): Mehr Qualität durch Gender Kompetenz. Ein Wegweiser für Training und Beratung im Gender Mainstreaming. Königstein/Taunus.

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