Counselling of L2 Literacy Learners in German Integration Courses with a Literacy Component

Abstract

Learning difficulties have been identified as one major reason for unsuccessful learning by teachers for German as a second language (GSL) within the field of integration courses. The authors of this paper argue that counselling L2 literacy learners is an effective opportunity for an individual handling of learning difficulties. Language counselling as an approach, which is widespread at universities, enables the individual development of learner autonomy. We consider the establishment and advancement of learning strategies as the most promising variable within the counselling process. This paper presents a concept of counselling L2 literacy learners established within the project Leipzig learning counselling in integration courses with a literacy based component. Our approach combines a concept of preconditions of learning difficulties with central ideas of language counselling concepts.