Approval language
| Website: | OpenMoodle der Universität Bielefeld |
| Kurs: | Material package accessible teaching |
| Buch: | Approval language |
| Gedruckt von: | Gast |
| Datum: | Samstag, 23. August 2025, 16:25 |
Beschreibung
This overview is intended to enable accessibility or low-barrier approval for as many students as possible for content that is conveyed via language. In the context of higher education, a certain level of language proficiency can be assumed internally. However, to ensure approval of the content to be taught, it is helpful for many students if a few points are taken into account.
1. Excursus - Simple language and easy language
The need to consider the level of the language used becomes clear when you look at the discourse surrounding so-called simple language and easy language. For some target groups, the standard language used in everyday life is very difficult to understand. Perhaps this also applies to students in some cases? With the information provided here, we would like to sensitise you to possible hurdles and obstacles in our everyday language.
Easy Language has a lower level of difficulty than Simple Language. The target group for plain language is expected to have a basic level of prior knowledge, which is why the language style is more complex than plain language. Easy Language uses simple, short, familiar words and explains technical and foreign terms.
Easy language: level A1; target group also includes mentally impaired staff, people.
Simple language: Level A2-B1 (depends on target group); broad target group, especially staff, people with limited but expandable reading skills.
2. Aspects to be considered
- Speak to the students.
- Take breaks to allow for note-taking.
- Structure the presentation/text logically and comprehensibly.
- Do not assume any knowledge that readers may not have.
- Name important content at the start date.
- Focus on core statements.
- Explicitly name contents.
- Repeat particularly relevant content.
- Illustrate content, e.g. through comparisons or examples.
- Formulate sentences actively instead of passively so that readers feel directly addressed.
- Favour verbs, use few(er) nouns and composites.
- Use the same terms for the same things, i.e. avoid synonyms.
- Use specialised vocabulary when necessary. Avoid specialised vocabulary if possible.
- Avoid dialects and superfluous foreign and filler words.
In the podcast episode "Barrieren für Autist_innen in der Kommunikation"(german) by Martin Schienbein you will find many of the points mentioned.
3. Literature
Leichte Sprache Bielefeld: Alles klar für Alle. Info-Blog. Retrieved on 01.11.2021.
Volkmer, Lisa (2020): Barrierefreiheit in der digitale Lehre – eine Übersicht. WWU Münster. Retrieved on 23.11.2021.
Krämer-Kupka, Nina (2019): Einfache Sprache. Komplexe, schwierige oder ungewohnte Sachverhalte verständlich darstellen. Digital Kompass. Retrieved on 22/11/2021.
Netz barrierefrei (n.d.): Einfache Sprache. Alle Prinzipien auf einen Blick. Retrieved on 23/11/2021.
Kleine Forscher. Naturwissenschaften und Technik für Mädchen und Jungen (n.d.): 10 Tipps für die Einfache Sprache. Retrieved on 15/08/2022.
BiK für Alle: Leitfaden zur Umsetzung. Retrieved on 01.11.2021.