Literacy among migrants in the Federal Republic of Germany

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The literacy of migrants is aimed at people with a migration background in the Federal Republic of Germany who do not know how to write .

According to a study by the University of Hamburg, there were 7.5 million illiterate people in the Federal Republic of Germany in 2011 . You have difficulty reading and writing or have no knowledge of reading and writing skills. With different strategies and the support of friends and family, they manage to meet the written language requirements of our society in everyday life. People with different cultural and linguistic backgrounds are also affected. The immigrant population acquires German as a second language and is also faced with the challenge of learning to write and read in the German language.

Illiteracy in the context of migration

The literacy courses, also called integration courses with literacy , are part of the integration courses in Germany. According to statistics from the BAMF ( Federal Office for Migration and Refugees ), a total of 28,968 graduates in Germany from 2005 to 2010, including the first half of 2011 Took literacy courses. This number corresponds to 6.5% of the total number of integration courses graduates nationwide. In the first half of 2011, a total of 831 literacy courses started in Germany. This corresponds to a rate of 19% of the integration courses.

The term illiteracy generally describes the phenomenon that people have little or no literacy skills. The definition can become problematic when it comes to learning a foreign language or second language . It is difficult to define literacy in certain conditions. A general distinction is made between primary , secondary and functional illiteracy. Another phenomenon is called re-alphabetization .

Differentiation from illiteracy

In the following, illiteracy is considered in relation to people with a migration background in Germany. The causes of illiteracy vary depending on the country of origin and the type of illiteracy. Many people around the world who have no educational opportunities are unable to read and write.

With primary could illiteracy people are addressed, who never learned to read or write or only a few years have gone to school, and therefore no skills in reading and writing gain. There are many causes of primary illiteracy. Particularly affected are women who, due to the role they have been assigned in their family and their culture of origin, were unable to receive a school education. Many families lack the financial basis to send their children to school. A large distance between home and school, cultural living conditions, political unrest or wars can also be causes of illiteracy.

The functional illiteracy refers to people who have literacy skills to be able to meet without the social conditions. In the context of migration, this means that in the new cultural environment the previous written language skills from the country of origin are insufficient. Written language skills are defined on a culture-specific basis. In Germany, the demands on migrants are sometimes different from those in their countries of origin. The use of computers or other technologies, for example, is required in a western society.

The term secondary illiteracy addresses people who have learned to read and write, but have forgotten how to write. As a result of learning the second language, the relationship to reading and writing in the native language can decrease or be lost. The secondary literacy is a special case of the functional literacy.

People who are literate in a non-Latin script are not considered illiterate. These are functionally literate people who have little or no knowledge of the Latin writing system. This group exists in connection with migration . Under these aspects one speaks of re-alphabetization . In more recent publications, the term re-alphabetization has been replaced by the term second- letter learning .

Integration course with literacy

The integration course with literacy is aimed at immigrants in Germany who are not literate . The task of the course is to provide the participants with a maximum of 1245 teaching units (TU) in writing and reading skills so that they can independently cope with the written language requirements of everyday (professional) life. Knowledge of the legal system, culture and history of Germany are further goals of the integration course. "Only the command of the written language and the existence of basic language skills in combination with elementary skills of the basic education allow an active coexistence in the German society."

Heterogeneity of the learning group

The participants in an integration course with literacy differ in terms of their written language, language skills and their life situation.

A connection between the learning biography and the written language skills can be seen. A person who attended school is different from a person without any school experience.

The language skills of the participants vary. Knowledge of grammar is mostly scarce. It cannot be assumed that people who have been in Germany for a longer period of time have better knowledge of German than newcomers. Factors such as motivation, social contacts, occupation and individual goals play a role.

The group can be heterogeneous in terms of the participants' countries of origin, i. H. people have different first languages and come from different cultures, so that the language and written language are different.

Other differences are the age and gender of the participants. Many participants in literacy courses are women. According to BAMF statistics, 4267 women (64.3%) and 2368 men (35.7%) started a literacy course in the first half of 2011. The double burden of household and work poses a special challenge for many women, which makes it even more difficult to learn to read and write.

The participants have different prior knowledge and skills in learning. They have divergent learning experiences and they have an inconsistently developed language awareness. The ability to work in groups is not a prerequisite.

The heterogeneity in a literacy course requires flexibility on the part of the teachers. Different interests of the learners should be taken into account as far as possible through a differentiated learning offer. The heterogeneity offers an opportunity for the learning success of the course participants. The richness of languages, the cultural differences and the expansion of language awareness support literacy .

Scope and structure of the integration course with literacy

A literacy course consists of three course modules with a total of 900 teaching units (TU). The modules are divided into:

  • Basic alpha course with 300 units
  • Advanced Alpha Course A with 300 units
  • Advanced Alpha Course B with 300 units

Each module consists of three course sections of 100 units each. In addition, the participants are required to take the 45 TU orientation course. Provided that the language level B1 of the CEFR ( Common European Framework of Reference ) has not been achieved after the basic funding of 900 TU , an advanced alpha course C with 300 TU can be continued. For additional funding after 900 TU, participation in the German test for immigrants is required. Participation in a test is only financed once as part of the basic funding and proof of level B1.

Through individual learning successes, course participants can be classified in higher modules from Basic Alpha Course B. After completing a module, participants are free to switch to a general integration course. There is also the possibility for special target groups to continue learning in a women's, youth or parenting course. The placement test Deutsch-Test für Zuwanderer is used to decide which module the candidate can take part in. Nevertheless, the at least 945 planned teaching units are to be claimed, namely through residual funding modules. In the remaining support modules, German skills are taught with the aim of reaching level B1. The funding of a participant ends when the 945 TU or a maximum of 1245 TU have been claimed.

Structure of the modules

In the first two modules of the basic alpha course, participants are taught "basic knowledge of the Latin writing system, elementary knowledge of the German language and initial skills in the field of learner autonomy ." The third module of the basic alpha course is dedicated to " securing, automating and deepening the knowledge, skills and abilities imparted "

In the three modules of the Advanced Alpha Course A, the focus is on imparting additional linguistic and written language skills.

In the advanced alpha course B, the skills learned are consolidated and deepened.

All modules include general written and oral knowledge and skills, receptive and productive skills, interaction, grammar, learning strategies and techniques, textbook and work knowledge, language and phonological awareness. A repetition of the previous knowledge and course content is important in order to consolidate what has been learned.

Classification of participants

According to the law §4 Abs. 1 IntV, migrants are entitled to take part in an integration course with literacy if their writing and reading skills are insufficient for a general integration course. Participants are classified according to their competencies, skills and abilities. Dividing the course participants into the appropriate modules enables targeted support and supervision. There has been a nationwide “classification system for integration courses in Germany” since 2007. The classification system represents the basic needs of a participant. The result defines a corresponding recommendation for participation in a literacy course. Participants are divided into primary , functional, and secondary learners according to their skills . The participants are tested under three aspects in the classification procedure. Determination of written and oral language skills and determination of literacy needs.

Final test

Migrants have to pass the German test for immigrants in order to be able to stay in Germany permanently. Without knowledge of the German language, foreigners are not entitled to naturalization .

After the specified teaching units (TU), the course participant takes a final test. The language level A2 to B1 according to the GER ( Common European Framework of Reference ) with the scaled language test “German Test for Immigrants” should be successfully completed. Finally, with the orientation course, a nationwide test on the subjects of “Politics in Democracy”, “History and Responsibility” and “People and Society” will be carried out.

Objectives of the literacy course

Literacy courses, as well as general integration courses , should be completed with the German test for immigrants (DTZ). The aim is level B1 of the Common European Framework of Reference (GER) as the language target level. For people with an illiterate background, the A2.2 level is often more feasible in the given time frame. For those who are primarily illiterate, the aim is A2.1. For these reasons, it is possible to repeat the advanced alpha course B with 300 units. Experienced learners and advanced participants can choose to switch to a general or special integration course. In order to achieve the best possible effect and to give the course participants the chance to develop their own skills after the funding period, the courses also convey aspects such as autonomous learning or key skills such as the ability to work in a team, in addition to language and written language goals. Intercultural skills also play a role. Behaviors from the culture of origin can be compared and reflected on with those of the receiving culture. Another goal is to promote the language awareness of the participants, as strengthening the language of the culture of origin has a positive effect on learning the second language .

See also

Web links

Individual evidence

  1. ↑ cf. Section 43 subs. 3 of the Residence Act
  2. ↑ a b Concept for a nationwide integration course with literacy , last checked on February 8, 2012
  3. ↑ Ordinance on the implementation of integration courses for foreigners and repatriates , last checked on February 8, 2012
  4. ↑ StAG §10 , last checked on February 8, 2012

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