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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