Structural approaches to adult literacy from the perspective of teachers

从教师的角度探讨成人识字的结构性方法

• 批准号: 451381071
• 负责人: Professorin Dr. Anke Grotlüschen
• 金额: --
• 依托单位: Professur für Lebenslanges Lernen
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2020
• 资助国家: 德国
• 起止时间: 2019-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/451381071?language=en
• 关键词: Structural; approaches; adult; literacy; perspective

Teachers in integration courses run by the Federal Office for Migration and Refugees (BAMF) have been confronted with a changed population of participants since 2015. In particular, the proportion of participants who are not alphabetized in a writing system based on the Latin alphabet (so-called "second language learners", e.g. Syrian refugees) is increasing. This also increases the proportion of courses in which the German writing system is taught in addition to the German language (general integration course) (integration course with literacy and a course for learners of the second language). Teachers are trained in accordance with BAMF specifications with the help of the "Additional Literacy Qualification". In the process, they acquire knowledge of approaches to adult literacy in the teaching of written language, for example in accordance with the curriculum for integration courses with literacy (2015). The reception of German didactic findings in the curriculum lasts until 2012; more recent findings could not yet be integrated into adult literacy curricula. In recent years, the didactics of writing language acquisition has been strongly oriented towards research results in grammar mathematics. In DFG-funded intervention studies for the beginning of lower secondary school, for example, it has been shown that a structure-based approach that makes the special features of the German writing system effective for learning is particularly successful with slower students. Furthermore, clear correlations between the learning success of pupils and the subject-specific knowledge of their teachers can be seen. For the planned project, the question therefore arises as to whether a written structure-based approach can be transferred to adult literacy.For such a transfer, teachers are to be regarded as gatekeepers. For an initial exploratory study, integration course leaders who attend the "Additional Literacy Qualification" should therefore become familiar with the structure-based concept. After the course, they will be interviewed as experts and asked what opportunities and limits they see for transferring the model to the literacy of new immigrants. The arguments will be systematized and used to approach the question of whether, and if so, with what adjustments, this approach can be used in integration courses.

自 2015 年以来，联邦移民和难民办公室 (BAMF) 开设的融合课程的教师面临着参与者群体的变化。特别是，未按拉丁字母书写系统按字母顺序排列的参与者（所谓的“第二语言学习者”，例如叙利亚难民）的比例正在增加。这也增加了除德语之外教授德语书写系统的课程（普通整合课程）（识字整合课程和第二语言学习者课程）。教师在“附加读写资格”的帮助下，按照 BAMF 规范接受培训。在此过程中，他们获得了书面语言教学中成人识字方法的知识，例如根据识字综合课程的课程（2015年）。课程中德国教学成果的接受持续到 2012 年；最近的研究结果尚未纳入成人扫盲课程。近年来，写作语言习得的教学一直以语法数学的研究成果为导向。例如，在 DFG 资助的针对初中入学的干预研究中，结果表明，基于结构的方法可以使德语书写系统的特殊功能有效地促进学习，对于学习速度较慢的学生来说尤其成功。此外，可以看到学生的学习成功与教师的特定学科知识之间存在明显的相关性。因此，对于计划中的项目，出现的问题是基于书面结构的方法是否可以转移到成人识字中。对于这种转移，教师应被视为看门人。因此，对于初步的探索性学习，参加“附加识字资格”的整合课程领导者应该熟悉基于结构的概念。课程结束后，他们将作为专家接受采访，并询问他们认为将该模式转移到新移民识字方面有哪些机会和限制。这些论点将被系统化并用于解决这样的问题：这种方法是否可以用于整合课程，如果可以，则需要进行哪些调整。