Estratégias de aprendizagem individual no ensino de Alemão como Língua Adicional: um projeto de consultoria acadêmica

Individual learning strategies in teaching German as Additional Language: an academic consulting Project

Abstract

This article aims to reflect on the experience in an academic consulting project based on Ferreira and Marques-Schäfer (2016), focused on teaching individual learning strategies in classes of German as an additional language in a university context. To encourage a critical and conscious perspective in the learning process, the students were actively involved in the planning and development phase of the project (AQUINO, 2021). The choices of learning strategies from Oxford (1990) and tools for the elaboration of the activities were, therefore, based on the needs and interests of learners of German Language II, from the undergraduate course of Letters at the University of São Paulo. The consultancy meetings were accompanied by two monitors, who negotiated with the students the activities to be carried out, as well as the discussion of the results. The data analyses presented in this article were based on monitoring field notes, learning diary records, and responses to an online questionnaire. The results suggest that the academic consulting project made it possible for the students to feel responsible for their learning process and to be able to observe a critical-reflective position regarding their own needs and learning styles.