Chemnitz: New opportunities for immigrants – promoting German in the education system!

Chemnitz: New opportunities for immigrants – promoting German in the education system!

Prof. Dr. Winfried Thielmann at Chemnitz University of Technology was today appointed for another five-year term as scientific director of the Center for Foreign Languages ​​(ZFS). This step is strongly supported by the Senate of Chemnitz University of Technology. Thielmann, who holds the professorship for German as a foreign and second language, plans to integrate current research results from linguistics and second language acquisition research into the work of the ZFS.

The special focus is on the further training of teachers. In collaboration with Dr. Maria Worf, the managing director of the ZFS, and the associated lecturers, the didactics of the language courses are to be further developed. The aim is to be more closely aligned with the original English version of the Common European Framework of Reference. An additional objective is to integrate German as a mandatory component in English-language courses at Chemnitz University of Technology.

Research and development in the department

The Professorship for German as a Foreign and Second Language also deals intensively with the challenges that arise when adult migrants learn the language. The focus is on examining language acquisition and analyzing the effectiveness of language teaching concepts. The aim is to support people in mobility and migration in order to promote their participation in education as well as in professional and social life. New curricular models and language-sensitive teaching formats are also being developed and piloted in several study programs.

The implementation of such formats should create fairer evaluation methods for linguistic and communicative skills. Thielmann and his team are working towards concrete further improvements in language acquisition. This research is particularly relevant for the integration of refugees, who, under certain conditions, have access to integration courses, which usually consist of 660 teaching hours and culminate in a B1 level exam.

Educational opportunities and challenges for migrants

The UN Convention on the Rights of the Child guarantees education for all children. Nevertheless, reports about the German education system show that students with an immigrant background often experience disadvantages. PISA studies show that these young people are on average one school year behind their peers without a migration background. Above all, a lack of language skills poses a challenge, which is why special class forms such as language learning classes in Lower Saxony, language support classes in Bavaria and welcome classes in Berlin have been necessary for many years.

However, the structure of these classes and the commitment of the teaching content vary greatly between the federal states. Special curricula and well-trained teachers are often lacking. North Rhine-Westphalia made progress with the amendment of the Teacher Training Act in 2009 by introducing modules on German as a second language.

In addition, the results on the effectiveness of closed language learning classes compared to open concepts are still unclear. Language teaching research shows that language acquisition is promoted through content and that contact with native speakers in regular classes can be beneficial for everyday communication. For refugees, access to higher and further education is usually linked to higher language skills, such as a B2 level.

In summary, despite progress in the education system, significant challenges remain for migrants and refugees. Thielmann's commitment to Chemnitz University of Technology and the ongoing research initiatives are therefore central elements in sustainably improving the educational opportunities of these groups. [Chemnitz University of Technology], [ZHAW], [Federal Center for Civic Education]