Learner counselling in L2 literacyKaren Schramm, Universität Wien

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Overview

1. L2 literacy in Germany

2. The LELEBE-project

3. Language learner counselling

4. Instruments & proceduresa. Learning biography

b. Assessment of written skills

c. Assessment of phonological awareness

d. Learning style inventory

e. Determining goals and planning

f. Strategy training

5. Conclusion

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80ies: Germany „discovers“

illiteracy

90ies: few literacyclasses for

immigrants (oftenL1)

2005: „integrationcourses“ with

literacycomponent

1. L2 literacy in Germany

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Basic course 300 units

Advanced A 300 units max. A1.2

Advanced B 300 units A2.1

Advanced C 300 units A2.2

1. L2 literacy in Germany

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L1 Percentage

Kurdish 22.4 %

Arabic 14.1 %

Turkish 11.0 %

Russian 9.8 %

Albanian 6.1 %

Farsi 4.7 %

1. L2 literacy in Germany

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„unsatis-factory

situation“

university

language schools

town hall

migration counsel-

ling

course coordi-nation

other

2. The LELEBE-project

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2. The LELEBE-project

Team

Stefan Markov (75%)

Christiane Scheithauer (75%)

Aims (April 2012 – April 2014)

- to develop a concept for learner counselling in L2 literacy classes;

- to implement this concept;

- to produce a brochure for teachers explaining theconcept and providing materials.

co-financed by

Europäischer

Integrationsfonds

2. The LELEBE project

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Planning April – Sept. 2012

development of a tentative concept and ofinstruments/materials for learner counselling

Implementation Oct. 2012 – Nov. 2013 actual learner counselling (15 hours per person) and development of final concept

Evaluation Dec. 2013 – April 2014

evaluation of learner counselling and publication of materials and concept

2. The LELEBE-Project

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2. The LELEBE-project

draft materialsneeds analysisstrategy counselling

implementation improvementneeds analysisstrategy counselling

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First languages of participants

Persisch

Albanisch

Arabisch

Kurdisch

Punjabi

Igbo

Fur

Vietnamesisch

Hindi

Thai

Portugiesisch

Urdu

Türkisch

Aramäisch

Amharisch

n=41

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0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

0-4 Jahre

5-8 Jahre

mehr als 8 Jahre

n=41

Years of schooling in home country

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2. The LELEBE-project

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3. Language learner counselling

The counsellor‘s responsibilities

• foster reflection on learning;

• analyze learning difficulties;

• strengthen the person‘s responsibility for own learning;

• suggest adequate strategies;

• strengthen sense of self-efficacy;

• make progress visible;

• increase motivation.

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3. Language learner counselling

oral proficiency

level of autonomy

below A2 in German ifcounselling is not possible in L1

at least A2 in German orcounselling in L1

rather low

- mainly strategy training- use of vidual aids for

explanations, activitiesand evaluations

- semi-directivecounselling combinedwith strategy training

- explanations andreflections (supported byvisual aids)

rather high

- semi-directive learnercounselling

- reflection supported byvisual aids

- non-directive learnercounselling

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Session 1 – Introduction & learnerbiography

Session 2 – Assessment of written skills (& phonological awareness)

Sessions 3 -4 – Strategy inventory & goalsetting/planning (& style inventory)

Sessions 5-14 – Strategy training

Session 15 – Strategy evaluation & wrap-up

3. Language learner counselling

3. Language learner counselling

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voluntary partici-pation

goal orientation

reflection on

learning process

flexible degree ofdirectivity

...reliance on

L1

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4a. Learning biography

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4a. Learning biography

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4b. Assessment of written skills

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4b. Assessment of written skills

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4c. Assessment of phonological awareness

1. My appartment analyzing syllables- identifying position of syllable in a word,- naming syllables of a word.

2. In German class synthesizing syllables

3. In the supermarket analyzing syllables (naming syllables and their number)

4. At the work-place identifying rhymes

5. In the post-office identifying phones- localizing the position of a given phone in a word- naming phones in a word

6. Down-town synthesizing phones into words

7. At the bank analyzing words into phones

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4c. Assessment of phonological awareness

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4c. Assessment of phonological awareness

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4c. Assessment of phonological awareness

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4c. Assessment of phonological awareness

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4d. Learning style inventory

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4e. Determining learning goals and planning

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4f. Strategy training

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4f. Strategy training

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4f. Strategy training

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4f. Strategy training

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4f. Strategy training

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4f. Strategy training

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4f. Strategy training

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5. Conclusion

To be successful, learner counselling in the field of L2 literacy should....

... be done in the L1.

... should provide orally enhanced and printed materials in the L1.

... should be goal-oriented and strengthen responsibility for learning.

... should introduce the student to strategies, help them to effectively employ andfinally to evaluate them.

... should encourage reflection on learning and thereby increase sense of self-efficacy.

Find Arabic & Turkish posters and sound files

on this website at the end of September:

www.waxmann.com/Lernberatung

Username: Deutschlernende

Password: Lernberatung

English publication on the LeLeBe-project:

Markov, Stefan/Scheithauer, Christiane (2013). Counselling of L2 literacylearners in German integration courses with a literacy component. In: MaisaMartin, Lea Nieminen & Taina Tammelin-Laine (eds.), Low-Educated Second Language and Literacy Acquisition. Proceedings of the 8th Symposium. Jyväskylä, Finland: University of Jyväskylä. [Online: https://jyx.jyu.fi/dspace/bitstream/handle/123456789/41907/978-951-39-5310-2_LESLLA.pdf?sequence=1].

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