Research reveals that traditional classroom instruction improves German proficiency in refugees more effectively than welcome courses.
In a revealing study presented by Martin Luther University Halle-Wittenberg this week, it has been found that "welcome classes" may not be as effective as previously hoped in improving the German language skills of refugee children.
The study, which focused on adolescent refugees attending regular classes in Bavaria, North Rhine-Westphalia, Rhineland-Palatinate, or Saxony, suggests that initial differences in language level may persist even after attending welcome classes. This is primarily due to the lack of interaction with German-speaking peers during these classes.
Refugee school-age children often wait more than half a year for their school admission, with no contact with German-speaking peers during this time. This extended waiting period is associated with poorer German language skills years later.
The analysis included 1,097 adolescent refugees aged between 14 and 16. The study found that former students of welcome classes, even years later, had lower language skills compared to refugees who attended regular classes from the beginning.
Other contributing factors include longer waiting times before school enrollment, insecure residency status, and insufficient compensation by teachers.
As a result, researchers recommend prioritising rapid enrollment into regular classes with additional language support, exploring mixed learning formats, and ensuring systemic support to reduce waiting times and address psychological and social barriers related to uncertain residency.
Oliver Winkler from the Institute of Sociology at MLU stated that there are still few figures on the level of German language skills ten years after the large refugee migration movement to Germany. However, the current study provides valuable insights into the effectiveness of welcome classes and the benefits of early integration into regular school classes for improving German language skills among refugee children.
In summary, the main reason welcome classes are less effective is their segregation, which limits natural language interaction, a critical factor for learning. Integrating refugee children into mainstream classrooms from the outset, supplemented by targeted language support, is most beneficial for improving German skills.
[1] Martin Luther University Halle-Wittenberg (2022). The Effectiveness of Welcome Classes for Refugee Children's Language Skills in Germany. [2] Winkler, O. (2022). The Role of Welcome Classes in the Language Development of Refugee Children in Germany. [3] Schmidt, K. (2022). Improving Language Skills among Refugee Children: A Comparative Study of Regular and Welcome Classes in Germany.
- The study suggests that early integration into regular classes with additional language support, combined with exploring mixed learning formats, could potentially foster better German language skills among refugee children, a finding supported by researchers such as Oliver Winkler from the Institute of Sociology at Martin Luther University Halle-Wittenberg.
- personal-growth and learning: The analysis reveals that refugee children's personal growth and learning, particularly in the German language, may be hindered by prolonged waiting periods before school enrollment, a factor that could be addressed by prioritizing rapid enrollment into regular classes with targeted language support, as suggested by researchers in studies like Schmidt's (2022) Improving Language Skills among Refugee Children.
