LITERACY INSTRUCTION FOR ADULT IMMIGRANTS IN GERMAN AS A SECOND LANGUAGE

READING ISOLATED WORDS: THE PROCESS OF READING

&

THE USE OF STRATEGIES (WITH A FOCUS ON THE USE OF COLOURS IN THE READING PROCESS) (THIS ASPECT IS NOT DISCUSSED HERE!)

Alexis Feldmeier University of Bielefeld Department German as Foreign and Second Language [email protected]

OUTLINE








Initial Point of the Study Interest of the Study Research Principles Design of the Study Some Results 2

INITIAL POINT OF THE STUDY & EXAMPLES FROM TEACHING MATERIALS

INITIAL POINT OF THE STUDY


The own practical experience in the field of literacy and German as second language teaching




The wish to describe the reading process in a systematic way




The “challenge” of the teaching material 4

„LETTER-GROUPS“ IN TEACHING MATERIALS (BOOKS) FOR LITERACY IN GERMAN AS SECOND LANGUAGE

5

INTEREST OF THE STUDY

INTEREST OF THE STUDY

1.

2. 3.

4.

How do beginners proceed in order to read isolated words? What kind of errors do they make? Is the use of visuals helpful in the reading process? Which factors might play a role in the reading process? 7

RESEARCH PRINCIPLES

RESEARCH PRINCIPLES 1. The study is carried out during the literacy classes. 2. teacher=researcher 3. Almost every step of the study is integrated in the literacy class. • Data collection and literacy class are interlinked. 4. There are no instructions concerning the quality of the reading: Learners are not told to read loud or clear and the like. 5. Data Collection is only one part of the literacy instruction. Researcher is not necessarily present during the data collection.

9

OUTLINE OF THE DESIGN

DESIGN OF THE STUDY
Hypothesis

generating study
Classroom-Research
Action-Research

11

LITERACY CLASSES AND LEARNERS








Data collection in two different literacy classes for absolute beginners Every literacy class had a funding of 280 units (with 45 minutes per unit) 2 data collections in every class: 1. literacy class: data from 6 learners 2. literacy class: data from 5 learners

12

LEARNERS IN THE FIRST LITERACY CLASS 1. Literacy class

QW

ER

TZ

UI

OP

ÜA

sex

male

female

male

male

female

female

age

25

58

35

50

20

35

school experience

no

no

no

no

5 years

6 years

German or literacy classes

no

no

yes

no

no

no

home country

Morocco

Turkey

Turkey

Turkey

Iraq

Iraq

mother tongue

Arabic

Kurdish/ Turkish

Kurdish/ Turkish

Kurdish/ Turkish

Arabic/ Kurdish

Kurdish

time of residence

13 years

19 years

20 years

20 years

5 years

2 years

Oral proficiency in German (CEFL)

>A1.2

A1.1

A1.2

>A1.2

>A1.2

A1.1 – A1.2

job? employment?

yes

no

yes

no

yes

no

13

LEARNERS IN THE SECOND LITERACY CLASS 2. Literacy class

SD

FG

HJ

KL

ÖÄ

sex

male

male

male

male

female

age

36

56

55

55

27

school experience

5 years

no

no

7 years

6 years

German or literacy classes

no

6 months

2 months

no

no

home country

Iraq

Turkey

Turkey

Syria

Greece

mother tongue

Kurdish/ Arabic

Kurdish

Kurdish

Aramaic/ Arabic

Greek

time of residence

5 years

25 years

9 years

26 years

3 years

Oral proficiency in German

A1.1A1.2

>A1.1