Structural approaches to adult literacy from the perspective of teachers

自2015年以来，参加由联邦移民和难民办公室(BAMF)运营的融合课程的教师一直面临着不同的参与者人数。特别是，在以拉丁字母为基础的书写系统中没有按字母顺序排列的参与者(即所谓的“第二语言学习者”，例如叙利亚难民)的比例正在增加。这也增加了除德语外还教授德语书写系统的课程的比例(一般综合课程)(识字综合课程和第二语言学习者课程)。教师在《额外识字资格》的帮助下，按照BAMF规范进行培训。在这一过程中，他们在书面语言教学中获得成人识字方法的知识，例如根据识字综合课程(2015)。德语教学结果在课程中的接受一直持续到2012年；最近的发现还不能被纳入成人扫盲课程。近些年来，写作语言习得的教学一直强烈地以语法数学的研究成果为导向。例如，在DFG资助的初中开始干预研究中，已经表明，一种基于结构的方法使德语写作系统的特殊特征对学习有效，在学习速度较慢的学生中尤其成功。此外，学生的学习成功与他们老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，问题是以书面结构为基础的方法是否可以转移到成人文化中。因此，对于初步的探索性学习，参加“额外识字资格”的整合课程领导者应该熟悉以结构为基础的概念。课程结束后，他们将作为专家接受采访，并被问及他们认为将模式转化为新移民识字的机会和限制是什么。这些论点将被系统化，并被用来探讨这种方法是否可以用于融合课程，如果可以，经过什么调整。

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.