33.3258, Calls: Applied Linguistics/Germany

[The LINGUIST List]

LINGUIST List: Vol-33-3258. Wed Oct 26 2022. ISSN: 1069 - 4875.

Subject: 33.3258, Calls: Applied Linguistics/Germany

Moderators:

Editor for this issue: Everett Green <everett at linguistlist.org>
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Date: Wed, 26 Oct 2022 02:57:39
From: Yulia Edeleva [yulia.andreevna-edeleva at uni-jena.de]
Subject: Language and Literacy Acquisition of Adults in the Context of Migration, Multilingualism, and Second Language Learning

 
Full Title: Language and Literacy Acquisition of Adults in the Context of Migration, Multilingualism, and Second Language Learning 

Date: 16-Mar-2023 - 18-Mar-2023
Location: Jena, Germany 
Contact Person: Yulia Edeleva
Meeting Email: yulia.andreevna-edeleva at uni-jena.de

Linguistic Field(s): Applied Linguistics 

Call Deadline: 02-Nov-2022 

Meeting Description:

Since the foundation of the international LESLLA network (Literacy Education
and Second Language Learning for Adults) in 2005, it has been clearly and
repeatedly stated that there is a strong need for empirical studies on second
language acquisition of adult migrants with low literacy skills and that the
amount of research devoted to this area is still limited (Lemke-Ghafir et al.
2021; Tarone & Bigelow 2012; Young-Scholten 2013; Young-Scholten & Naeb 2020).
Low-literate adult migrants differ significantly from other well-studied
groups of learners, e.g. children, adult L1 speakers and well-educated L2
learners. That is to say, in addition to the age factor, adults have to
communicate using an L2 in their everyday life already in early stages of its
acquisition and thus have completely different communicative needs than
children. Unlike L1 speakers with low literacy skills, adult L2 learners
cannot often rely on substantial oral competences in the L2. In contrast to
well-educated L2 learners, they often have poor reading and writing skills in
their first or heritage language(s) and therefore lack literacy-based learning
strategies, metalinguistic awareness, cognitive abilities such as working
memory and transferable literacy skills (Kurvers, van de Craats & Van Hout
2015; Tarone, Bigelow & Hansen 2009). In addition to age, multilingualism and
educational/literacy background, there are other factors that influence
language acquisition of adult refugees and migrants (Kurvers 2015).

Language acquisition of LESLLA learners in literacy and language courses is
much slower than that of other groups of learners (Kurvers, van de Craats &
Van Hout 2015; Carlsen 2017). On the didactic level, various approaches and
techniques have already been developed for literacy practice to meet the needs
of LESLLA learners (e.g. the contributions in Marschke 2022, Markov, Schramm &
Scheithauer 2015). Also, there are now scales for classifying basic literacy
skills at four levels below the A1 level of the GER (Council of Europe 2022;
Schramm 2021), which enable teachers to better assess and evaluate the
literacy level, but these are so far based on teachers' evaluations and not on
language acquisition data of this group of learners.The aim of the conference
is to better understand language and literacy acquisition of adult migrants
with low literacy skills and to promote scientific exchange and collaboration
on this vulnerable learner group. The conference is organized as part of the
ongoing ELIKASA research project (https://www.dafdaz.uni-jena.de/elikasa), in
which we developed a set of literacy assessment tools to measure basic
literacy skills in L2 German and L1 Arabic, Dari-Farsi and Turkish. This set
of instruments has been used to test participants in 15 contrastive literacy
courses of the KASA project (https://kasa.giz.berlin). In a qualitative
interview study focusing on functional literacy, a selected group of 12 Arab
participants report on the literal challenges they encounter in their everyday
life in Germany and the strategies they apply to deal with these challenges
(Czinglar et al. in press).


Call for Papers:

Abstracts for papers on second language and literacy acquisition of this
target group from a technical or functional perspective are highly welcome.
Particular topics of interest include, but are not limited to:
- Second language and literacy acquisition
- Methods for exploring reading and writing skills
- Influencing factors on L2 literacy acquisition
- Assessment of literacy skills in the context of multilingualism
- Literal competences and literal practices
- Relationship between technical and functional literacy

Formal requirements of the abstract:
- Title of the abstract (max. 20 words)
- Length of the abstract (max. 300 words, excluding literature)
- Short biographies of all authors (max. 50 words each)

Please send your abstract in two formats (anonymous and non-anonymous incl.
short bios) no later than November 2, 2022 to the following e-mail address:
tagung.elikasa at uni-jena.de




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LINGUIST List: Vol-33-3258	
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