A task-based needs analysis of primary school-aged children with migrant or refugee backgrounds in Austria

Abstract

In this study, we report on a task-based needs analysis (TBNA) for primary school-aged newcomers to Austria. 31% of Austria’s primary school students learn German as L2 and thus a systematic analysis of their language learning needs is crucial. Semi-structured interviews were conducted and a survey was distributed. Results show 38 crucial target tasks for social and academic integration and their respective rankings regarding perceived frequency and the need for training. Triangulation of multiple sources and methods facilitated the identification of target tasks in various life domains and the development of detailed task descriptions along multiple task dimensions. Collectively, the results provide a basis for task selection, task sequencing, and the development of a meaningful syllabus for refugee/migrant populations at the primary school level in Austria.