Is Segregated Language Support Fit for Purpose? Insights From German Language Support Classes in Austria

Abstract

<p style="text-align: justify;">In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.</p>

Dilemmas in Reception of Newly Arrived Migrant Students: A Local Third Way?

“…However, for this study, it should be kept in mind that the students followed were exclusively non-refugee students. As noted by other studies, emphasizing access to the mainstream classroom requires sensitivity, especially to refugee students' mental well-being (Erling et al, 2021;Gitschthaler et al, 2021). Iceland, for instance, offers different approaches to refugee students and migrant students (Gunnthórsdóttir & Ragnarsdóttir, 2020).…”

“…Hence, reception classes are considered a "soft landing" for students, where they are not overwhelmed by being in a mainstream classroom. In this way, these classes offer a sense of belonging and safety for students (Borsch et al, 2021;Erling et al, 2021;Gitschthaler et al, 2021;Nilsson & Axelsson, 2013).…”

“…Yet, the nature of reception classes, entailing separation from the mainstream classes, means they are criticized as being inherently segregating (Bunar & Juvonen, 2021;Crul et al, 2019). Furthermore, because these classes are temporary, with the objective of language learning, there is concern that students might not receive vital learning in other subjects (Erling et al, 2021;Nilsson & Bunar, 2016). As students have already made the transition between national school systems, there are also concerns that the second transition, into mainstream classrooms, means students risk encountering social and academic difficulties in being placed in yet another new context (Nilsson & Axelsson, 2013;Nilsson & Bunar, 2016).…”

Together or separate? Tracing classroom pedagogies of (un)belonging for newcomer migrant pupils in two Austrian schools

“…Formerly, children received extra German lessons, called Besonderer Förderunterricht Deutsch (BFU) as a pull-out mechanism during the regular teaching schedule. As a response to poor testing results of migrant students and the influx of refugee children since 2015 (BMBWF, 2019, p. 4)-according to the Conservative government of ÖVP (Austrian People's Party) and FPÖ (Freedom Party Austria)-Austria decided to administer a two-track system of language acquisition that was either based on German support classes (Deutschförderklasse) or German support courses (Deutschförderkurs) (see also : Erling et al, 2022). According to students' test results, they either study 15 hours of German in a separate class unit of German learners or in a course that offers 6 h of German, taking place parallel to regular lessons (BMBWF, 2019, p. 7).…”

Education in exile: Ukrainian refugee students in the schooling system in Poland following the Russian–Ukrainian war

“…In contrast to other education systems in Europe, schools in Poland have limited experience in educating migrants; thus, substantial innovation and adaptation have been required at the local level. The literature on the integration of migrants in schools emphasises the importance of national institutional arrangements, access to education, the pros and cons of segregated settings, and implementation problems (e.g., Crul et al., 2019; Edele et al., 2021; Erling et al., 2022; Fandrem et al., 2021; Horgan et al., 2022; Koehler & Schneider, 2019; Nilsson & Axelsson, 2013; Pagel & Edele, 2022; Tajic & Bunar, 2020). Polish experiences offer an additional empirical case that differs in many respects from those of other countries.…”