Abstract Easy-to-read language is seen as a means of providing linguistic accessibility. It is intended for different target groups and for application in all areas of communication. Its use in the domains of education and academia has been considered as well. It is discussed whether easy-to-read language can also play a role in developing language competences. This article concentrates on the German language. It considers the application of easy-to-read German for the target group of L2 learners in educational and academic contexts and puts the focus on vocabulary. For this field of application, concepts for describing learners’ difficulties with lexis have been proposed independently of the concept of easy-to-read language. Central to these concepts are means of expression of general academic language. However, concepts of general academic language have not yet been linked to the concept of easy-to-read language. The article compares the criteria recommended for the selection of vocabulary for easy-to-read texts with the conceptual characteristics of and empirical findings on general academic lexis in German. On this basis, it discusses how, from the perspective of general academic language, easy-to-read language can be used to support building language competences, and what conclusions can be drawn in this respect about cross-linguistic applicability.
Cordula Meißner (Thu,) studied this question.