KASA - Contrasting literacy in a situation approach

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KASA- Contrastive literacy in a situational approach is an education and integration project that offers literacy courses for Turkish, Arabic and Persian-speaking migrants .

Project description

The KASA project is run by the Berlin-based company, the Society for Intercultural Coexistence. It cooperates throughout Germany with migrant organizations , oriental churches and mosques in eight federal states. There, German and literacy courses are offered according to the contrastive approach and the pedagogical situation approach . The project is funded by the Federal Ministry of Education and Research . KASA is the successor to the ABCami project .

concept

The conception of the literacy courses at KASA is based on three principles:

Innovative learning locations

At KASA, social rooms that are familiar to the participants from everyday life function as learning locations. The literacy courses take place in migrant organizations, oriental churches and mosques.

Situation approach

16 guiding principles in the areas of education, participation, equality and difference, lifeworld orientation and the unity of content and form form the so-called situation approach. The starting point is real life situations of people, which are developed as learning situations. Lifeworld-related key situations are the subject of the lessons. Learning is actively shaped by the learners. The consideration of the language of origin is reflected in the contrastive approach of KASA.

Contrasting approach

The contrastive approach uses the native language skills of the participants to simplify the acquisition of language and written language in German. It is assumed that both languages ​​have in common, differences are discussed more specifically. The language of instruction remains German. The contrastive approach has its origin in contrastive linguistics , according to which learners of a second language (L2) learn it better if they refer to existing knowledge in the first language (L1), keyword: positive transfer . Here, different, linguistic aspects of two languages ​​are compared with each other in order to discover differences and similarities between the two languages. These can be phonetic, phonological or etymological aspects of two languages. As early as 2005, Alexis Feldmaier outlined the advantages, possibilities and limits of the contrastive approach in literacy work in an essay. In addition to educational aspects of the contrastive approach, it particularly emphasizes the appreciation of the learner's language of origin as one of the greatest motivating factors. For this purpose, the project team is continuously developing contrasting learning material and testing it in literacy courses. In October 2017 the project team published the contrastive textbook "German Reading. Success Writing" in German-Turkish and German-Arabic by Hueber Verlag . In 2020 the new textbooks "Learn German with Turkish", "Learn German with Persian" and "Learn German with Arabic" will be published. 296 pages introduce learners specifically to all letters and sounds of the German language. These are intensively practiced in the four skills of listening, speaking, writing and reading. In addition, various learning strategies are introduced for an effective learning process. The contents are based on contexts that are relevant to everyday life for the learners.

In Germany, the contrastive literacy approach of the integration course with literacy is used, especially in the advanced alpha courses A and B.

One of the limitations in the practical work is that the contrastive literacy refers to the language of origin, so that this approach is difficult to implement in plenary work with multinational groups. For this reason, an individual program may be used in multinational groups.

Web links

Individual evidence

  1. ↑ Britta Marschke: Literacy with the support of the mother tongues Turkish and Arabic. 2019, accessed March 6, 2019 .
  2. ↑ Britta Marschke, Tuğba Bektaş: The KASA project: learning to read and write independently in German . Ed .: Der Paritätische. No. 6 , 2018, p. 15 .
  3. ↑ Feldmeier, Alexis (2005): Contrastive literacy as an alternative concept to bilingual literacy and literacy in the second language German using the example of the languages ​​Kurdish and Turkish. In: DaZ 2/2005. Pp. 42-50.
  4. ↑ Read German, write success. July 21, 2018, accessed on February 8, 2019 (German).
  5. ↑ Concept for a nationwide literacy course. BAMF, May 2015, accessed on February 8, 2019 . P. 77.
  6. ↑ Concept for a nationwide literacy course. BAMF, May 2015, accessed on February 8, 2019 . P. 111.