Immigrant youths acquire subpar German skills in integration classes
In a recent study by Martin Luther University Halle-Wittenberg, researchers have found that young refugees learn German more effectively when they join regular classes instead of welcome (preparatory) classes. The study, based on data from over 1,000 young people aged 14-16, highlights the importance of continuous everyday communication with German-speaking peers in enhancing language acquisition.
The isolation of students from native speakers in welcome classes, due to limited opportunities for practical language use, is a significant factor that teachers in these classes cannot fully compensate for. This isolation, coupled with long wait times before school admission, can result in refugee children having no contact with German-speaking peers for extended periods.
Researchers have identified several contributing factors to poorer language proficiency among students in welcome classes. These include long waiting times before school admission, uncertain residency status, and the potential impact of asylum status on language skill development. Refugees facing possible deportation may invest less effort in learning the language, while initial differences in language level may not be sufficiently addressed in preparation classes.
The study recommends rapid enrollment in regular school classes with additional language support rather than extended segregation in welcome classes to optimize language learning and integration. Some regions are experimenting with mixed class formats combining preparatory and regular classes to mitigate these issues. In primary schools, separate preparation classes should be avoided.
The study does not discuss the impact of asylum status on other aspects of integration for young refugees, nor does it provide information on the potential reasons for the delay in school enrollment for refugee children. It also does not discuss the effectiveness of welcome classes for integrating young refugees in other areas, such as social or cultural aspects.
Oliver Winkler from the University of Halle-Wittenberg's Institute of Sociology explains that the delay in school enrollment can negatively impact a refugee child's ability to learn German. The study underscores the importance of early integration into regular classes for the effective learning of the German language by young refugees.
- The employment policy within the community should consider the early integration of young refugees into regular school classes for effective learning of the German language, as suggested by Martin Luther University Halle-Wittenberg's study on language acquisition in young refugees.
- The migration of young refugees to new communities raises questions about the role of education and self-development, particularly regarding the importance of continuous everyday communication with German-speaking peers, as demonstrated in a study by researchers at Martin Luther University Halle-Wittenberg.
- The political landscape should focus on addressing factors that affect language proficiency among young refugees, such as delayed school enrollment, uncertain residency status, and the potential impact of asylum status, as highlighted in a recent study by researchers at Martin Luther University Halle-Wittenberg. This study also emphasizes the importance of general news and learning about the benefits of rapid enrollment in regular school classes with additional language support for young refugees.
