Ansätze zur Verbindung zweier Forschungsparadigmen
Edited By Udo Ohm and Christiane Bongartz
Kontrastive Alphabetisierung in der Zweitsprache als kompetenzorientierte Methode ganzheitlicher Literalitätsförderung – Erfahrungen aus einem sozialraum-orientierten Alphabetisierungsprojekt. Eva M. Knopp & Bettina Will
15 Kontrastive Alphabetisierung in der Zweitsprache als kompetenzorientierte Methode ganzheitlicher Literalitätsförderung – Erfahrungen aus einem sozialraum-orientierten Alphabetisierungsprojekt Eva M. Knopp & Bettina Will Abstract: Experiences with contrastive approaches to German as a Second Language and Li- teracy Learning as a competency oriented teaching method. This essay gives an insight into sociolinguistic and psycholinguistic factors involved in the L2 lite- racy learning and teaching of adult immigrants in Germany. Since 2005 the nationwide introduction of so-called „integration-courses“ in German as a Second Language (GSL) has turned attention to an unnoticed and under-researched GSL-learner group: the low-educated second language and literacy acquisition (LESLLA) learner. The interdisciplinary PAGES-Project (“Project for literacy and basic education of adults in social areas“) attempted to shed light on the sociolinguistic and psycholinguistic factors involved in LESLLA learning in „integration-courses“ and draw didactic and methodological conclusions from this. In this essay, we try to show that seemingly disadvanta- geous sociolinguistic factors, such as the heterogeneity of the learner group with respect to their L1 and their level of literacy and basic education, can prove to be a useful tool for learner-oriented L2 language and literacy teaching, if the teacher is appropriately trained in psycholinguistics and is at home with autonomous, competency-based L2 teaching methodology. Based on Alexis Feldmeier’s concept of L1-L2 contrastive literacy teaching (2005), we show how the learners’ knowledge of their L1 can be identified and addressed in class and we also point out which linguistic and psycholinguis- tic knowledge and skills the teachers have to...
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