Competencies of school teachers and adult educators in teaching German as a second language in linguistically diverse classrooms

What professional skills do teachers of German as a second language have when working in preparatory classes and integration courses?

The German language is widely considered to be essential for the integration of people from migrant backgrounds. Knowledge of German is essential for participating in society, achieving educational success, and securing good career prospects. In Germany, German as a second language (DaZ) is typically taught in schools and adult education settings. The growing diversity of learners' linguistic and cultural backgrounds places additional demands on teachers' skills in all areas of education.

This challenge has already been addressed in education policy. However, efforts to further develop teacher training are still in their infancy, partly due to a lack of empirical data on the professional competencies of German as a second language (DaZ) teachers. The potential differences in the professional knowledge, understanding and practice of teachers in the school system compared to those in adult education have not yet been comprehensively investigated either.

The “COLD – Competencies of school teachers and adult educators in teaching German as a second language in linguistically diverse classrooms” project aims to record and analyse in detail the competencies of DaZ teachers in preparatory classes and integration courses, in order to draw up recommendations for supporting teachers and promoting their professional development.

The project received funding from the Leibniz Association until 30 September 2022, after which it continued to be funded by the institution.