German as a foreign language

from Wikipedia, the free encyclopedia

German as a foreign language ( DaF ) describes the status of the German language for all speakers or learners whose mother tongue is not German. It also describes the German lessons for these learners and the corresponding didactics for people in both German-speaking countries or areas. According to the study published in June 2020 by the Goethe-Institut , DAAD and the Central Office for Schools Abroad , more and more people are learning German as a foreign language, a total of 15.4 million worldwide.

DaF stands for "all practical teaching and scientific activities that deal with the German language and culture of the German-speaking countries [...]". In the narrower sense, one speaks of German as a foreign language when the German language is acquired abroad and is not necessary for everyday use. The German language is usually taught in a controlled manner, i.e. in foreign language lessons .

DaF is to be distinguished from German as a second language ( DaZ ). One speaks of German as a second language when the German language is acquired in a German-speaking country and is necessary for everyday use. The acquisition takes place largely outside of the classroom, but also in special courses. For example, German is considered a second language for refugees , repatriates, migrant workers and children and young people with a migration background living in Germany . In connection with labor migration, DaZ replaced the term “guest worker German”, which was common in the 1970s, and the term “German for foreign workers” used in language course support.

With around 18 percent of native speakers and around 14 percent of foreign speakers, German is the most common mother tongue before English in the European Union and, together with French, the second most common foreign language.

The academic subject German as a Foreign Language

The subject of German as a foreign language developed at the end of the 1960s for two reasons in particular: On the one hand, the number of foreign students in the Federal Republic and the GDR rose, and on the other, the number of migrants in Germany increased. This resulted in the growing need for trained DaF and DaZ teachers. This need is reflected in a variety of courses and the professionalization of the training of DaF / DaZ teachers. German as a foreign language is currently taking on the status of a minor subject in the German university landscape. The Small Subjects Unit currently (as of June 2019) maps 36 independent chairs at 23 German universities.

Historical development of the subject German as a foreign language

In 1956, the Institute for Foreign Studies was founded at Leipzig University ( Herder Institute since 1961 ) to prepare foreign students for a degree in Germany. From 1970 the University of Heidelberg offered a specific German studies course for foreign students. Gerhard Helbig held the first chair for GFL in the 1960s at the Herder Institute at Leipzig University . In 1968, the Herder Institute incorporated the Central School for Foreign Citizens for Language Preparation for Production Engineering Training , which had existed since 1962. In 1975 another chair was established in Hamburg and in 1978 further chairs in Munich and Bielefeld. In 1997 there were already 14 chairs at eleven German universities.

Content areas as the core of the subject German as a Foreign Language 1979

  1. Contrastive Linguistics
  2. Language norm research
  3. Language teaching research
  4. Technical language research
  5. Guest worker linguistics
  6. German literature as foreign literature
  7. German regional studies

Focus on German as a foreign language in the 1990s

  1. a linguistic alignment
  2. a teaching / learning science ( didactic / methodological ) orientation
  3. a regional and cultural studies orientation
  4. a literary focus

Indispensable items of the course since 2005

In the study project “Study Structure Reform and Core Curricula in the Subject German as a Foreign Language”, the “Policy Paper of the Professional Association for German as a Foreign Language (FaDaF) on the curricular basis of the BA / MA courses 'German as a Foreign Language' (DaF)” was drawn up. The indispensable subjects of a course in German as a foreign language are listed there.

  1. the German language as a foreign language
  2. the culture and society of the German-speaking area from a foreign perspective (including German-language literature)
  3. Learning processes related to the language German as a foreign language
  4. teaching the language German as a foreign language as well as cultural content inside and outside the German-speaking area
  5. at least one professional internship
  6. Language learning experience

The central knowledge and skills for the Bachelor's degree listed in the policy paper all include an intercultural orientation. For the Master’s degree programs, the basic skills formulated for the Bachelor’s degree apply as a basic requirement. These are deepened and expanded in the master’s. Priorities are identified by the precise naming of the course.

Development of academic courses in German as a foreign language

In 2012 there were over 50 universities in Germany alone where German as a foreign language or German as a second language can be studied as a major or minor degree . As a result of the restructuring into Bachelor and Master courses since the Bologna Process , binding canons of courses and modules have been introduced in DaF. These are based on the competencies that are to be acquired during the degree in relevant fields of study.

Types of study programs before the start of the restructuring into Bachelor and Master’s degrees (up to the 1990s)

  1. Basic DaF / DaZ courses : DaF / DaZ as a major or minor subject (especially in Master’s courses );
  2. DaF / DaZ as a focus within the framework of other undergraduate courses (e.g. German studies, language teaching research);
  3. DaF / DaZ as a supplementary, advanced and additional course of study.

Degree programs after the start of the restructuring (November 2005)

  1. Consecutive BA / MA course DaF / DaZ;
  2. only Bachelor's degree DaF / DaZ;
  3. only Master’s course DaF / DaZ;
  4. DaF / DaZ offers (modules, focus areas) in the context of other courses (often in German studies courses).

Despite the reform of the study structure, which should lead to a better comparability and clarity of the study programs, there is a great heterogeneity of the DaF / DaZ study programs. General factors, such as structural decisions by the state and universities, teaching capacity, professional field reference, etc., and location-specific conditions influence the profile formation of the courses. "The subject-internal debate about a binding core curriculum has not yet been conducted sufficiently [...] so that one cannot speak of a common profile of the DaF / DaZ courses" ( Christian Fandrych, Britta Hufeisen, Hans-Jürgen Krumm, Claudia Riemer : Perspectives and priorities of the subject German as a foreign and second language. 2010, p. 14). Due to the different courses, there are different qualification profiles, depending on whether graduates are completing a Bachelor-Master-DaF / DaZ or an MA DaF / DaZ after another Bachelor course.

The bachelor's degree in German as a foreign language should prepare for the professional field and provide the basis for a subsequent MA course in the same subject or specialization. In addition, the graduates of the bachelor’s degree must be able to make the transition to a technically related but deviating MA degree. At most universities, DaF / DaZ is offered in master’s courses based on a Bachelor of German Studies. “Further education master’s courses for DaF / DaZ have only been developed in isolated cases, but in view of the diverse needs in teacher training […] represent a desideratum” ( Christian Fandrych, Britta Hufeisen, Hans-Jürgen Krumm, Claudia Riemer : Perspektiven und Focus on German as a Foreign and Second Language. 2010, p. 14). In order to achieve a professionalization and qualification of the teachers, DaZ contents are given greater consideration in the DaF courses. In addition, DaZ is integrated into teacher training courses as a compulsory or optional element in some German federal states and at the universities of teacher education in Austria.

An overview of the DaF courses at German universities can be found on the website of the German as a Foreign Language Association. Furthermore, European and non-European countries are listed on this page in which DaF courses exist. Under the individual universities, more precise information is given on the names of the courses, the admission requirements, the content, the professional relevance, etc.

Professional fields German as a foreign language

The restructuring of the courses in German as a foreign language within the framework of the Bologna process repeatedly raises the question of a specific job description and possible career prospects. A major reason for the establishment of academic courses in the subject German as a foreign language was the need for subject-didactic and scientifically sound qualification of GFL teachers. "In Germany and Austria, DaF / DaZ teachers are primarily trained for adult education within the framework of Bachelor and Master courses" ( Christian Fandrych, Britta Hufeisen, Hans-Jürgen Krumm, Claudia Riemer : Perspectives and priorities of the subject German as foreign and Second language. 2010, p. 13). The increasing internationalization of the world economy, the increasing migration movement and the resulting increased demand for German require qualified teachers for German as a foreign language. In addition to the need for teachers, the areas of testing, international exchange and cultural management also come to the fore. With the professionalization of the subject, two objectives should be pursued in the study concepts: The students should be prepared for specific professional fields and at the same time be able to work in as many fields of activity as possible. Descriptions of fields of activity can be found on the main page of the Association of German as a Foreign Language under the heading "Professional Reference" of the universities.

DaF-specific activities

In German-speaking countries, graduates of a Bachelor's degree in DaF / DaZ can take up teaching at language course providers. There is also the possibility of working in the development, production and distribution of teaching / teaching materials for publishers, media producers and educational institutions. Supervision and coordination in language learning centers at universities, technical colleges and language schools (e.g. for tandem learning, self-study programs) also fall within the scope of duties. Further special areas of activity are: job-related lessons in companies, specialized vocational school courses for migrants, DaZ further training measures of the employment agency or the vocational training centers and general company courses DaF / DaZ. DaF / DaZ teachers can work as communication trainers in companies and public institutions, although there is competition here with graduates from other subjects. Abroad, there is the possibility of taking up mentoring activities in self-study centers at universities, schools and language schools and teaching at language course providers. In the master’s degree programs, students acquire in-depth scientific knowledge and, after graduation, can work in university teaching and research. Depending on the orientation of the course, the students are qualified in further, special areas (e.g. MA German as a foreign language: cultural mediation).

Teaching at schools abroad, preparatory colleges and pre-study courses is usually reserved for people with a teacher training course. Graduates with a state examination and an extension to include additional courses, a university course or similar can find a job more easily on the job market than graduates of a DaF / DaZ course. However, since they have special knowledge in the area of ​​language acquisition and second and foreign language didactics due to their specialized studies , they could take on tasks in public schools according to their qualifications. "For example, in view of the reorganization of all courses at German universities and an imminent restructuring of teacher training, it would not be understandable if BA graduates of DaF / DaZ courses were not given access to a training phase that would qualify them for teaching at state schools “( Agnieszka Hunstiger, Uwe Koreik : " Where does the DaF course lead? "- On a graduate study in DaF. 2006, p. 171f).

Other fields of activity

Due to the different focuses and profiles of the courses in DaF / DaZ, there is a wide range of career prospects. Starting with activities in the pedagogical field (including pedagogical director, pedagogical specialist advisor) to customer support and advice or product management in specialist publishers. In some cases, however, additional training is required for the activities mentioned.

A study that examined the careers of DaF graduates (also in the minor subject) before the restructuring into BA and MA courses showed activities in organizations such as the German Red Cross, the workers' welfare and churches. Scholarships at the DAAD and traineeships were indicated, as well as activities at advice centers such as the international office and the student union . Some graduates stated that they were employed as academic assistants at universities. A more recent study from 2010 that u. a. examined the occupational fields of graduates born in 1983–2009, adds further occupational fields. These include: services, business / management, press / radio / TV, industry, legal / business advice and administration.

DaF promotion as a goal of foreign cultural and educational policy

The promotion of German as a foreign language is an important goal of foreign cultural and educational policy . The Federal Foreign Office promotes, among other things, German lessons in schools, the training and further education of teachers, the range of university scholarships and extracurricular and extra-university language learning opportunities. The funding is implemented by independent intermediary organizations , which are briefly presented below.

Goethe Institute

The Goethe-Institut is a global organization for teaching the German language and culture. It is represented in 92 countries with 149 institutes. On behalf of the Federal Republic of Germany, the Goethe-Institut, which has the legal form of a registered association, carries out foreign cultural policy tasks. The main goals of the Goethe-Institut are:

  • Promotion of knowledge of the German language abroad
  • Maintaining international cultural cooperation
  • Conveying a comprehensive picture of Germany through information about cultural, social and political life

The areas of activity of the Goethe-Institut include:

  • Implementation of language courses
  • Conducting German exams at all levels and for different target groups
  • Development of new teaching materials
  • Further training for teachers
  • Promotion of international cultural cooperation, for example through cultural events and festival contributions in the fields of film, dance, music, theater and literature
  • Conveying a current image of Germany through libraries, information centers and discussion forums, among other things

In addition to certificates that attest learners the level of German language skills they have achieved, the Goethe-Institut has been offering the Green Diploma , a standardized basic qualification for GFL teachers, since 2004 .

German Academic Exchange Service

The German Academic Exchange Service is an association of universities and student bodies in the Federal Republic of Germany. The association was founded in 1925 and is the world's largest funding organization for the international exchange of students and scientists. The tasks of the DAAD include awarding scholarships, promoting the internationality of German universities, strengthening German studies and the German language abroad, and supporting developing countries in building efficient universities.

DAAD lecturer program

The DAAD offers the opportunity to work as a lecturer in German studies / German as a foreign language at a university abroad. The stay is limited to two to five years. The remuneration is based on the customary local salary at the foreign university. In addition, there is financial support from the DAAD. The area of ​​responsibility of a lecturer includes, for example, teaching German as a foreign language, literature and linguistics, or holding events on German studies. In addition, lecturers are responsible for advising foreign students and academics who are interested in studying or working in Germany.

Application requirements are a degree in German studies or German as a foreign language. If possible, the course should have been completed at a German university. In addition, a very good knowledge of the German language is required. To be a citizen of an EU member state is also required for an application.

Voice assistants

The DAAD awards annual scholarships for language assistants in German as a foreign language. The program is aimed at young graduates of German studies or German as a foreign language. Language assistants are looked after by lecturers on site, which is why they are placed at universities where support by DAAD lecturers is possible. Admission requirements are a degree at a German university in the subjects of German studies or German as a foreign language. At the time of application, the degree must not be more than two years ago. In addition, the applicant must have lived in Germany for the two years before. The activities of a language assistant include conducting language lessons in German or conducting courses in the linguistic or cultural area. In addition to a monthly grant, which can vary depending on the country, the DAAD contributes to the international travel costs with a one-off lump sum and pays for accident, health and personal liability insurance.

Central office for schools abroad

The Central Office for Schools Abroad (ZfA) is a department in the Federal Office of Administration in Cologne. She is responsible for educational, personal and financial support for school work abroad. The tasks of the ZfA include:

  • Advice and support for German schools and educational institutions abroad
  • Acquisition, selection and placement of teachers for work at German schools abroad
  • Financial advice to foreign service teachers and program teachers
  • Development and implementation of exams in the field of German as a foreign language ( German language diploma from the Conference of Ministers of Education )
  • Preparation, further training and further education of teachers

Federal program teacher

The Central Office for Schools Abroad offers the opportunity to teach abroad as a federal program teacher. Admission requirements are a completed teaching degree. Furthermore, an application with a degree in German as a foreign language or linguistics with a focus on German as a foreign language is possible. However, the program is mainly aimed at non-permanent teachers in Germany. Another requirement is citizenship in one of the member states of the EU, the center of life must be in Germany. In addition, the program is aimed at applicants who have not yet reached the age of 61. Possible areas of application include Central and South America, Southern Europe, Central Asia and Central and Eastern Europe. The duration of the assignment abroad is usually two years and can be extended up to a total of six years.

State program teacher

Since 1989 the Federal Republic of Germany has been supporting the deployment of German teachers abroad with the aim of promoting and developing the subject “German as a foreign language”. Country program teachers are mainly deployed in state schools and educational institutions in Central, Eastern and Southeastern Europe, in the Baltic States, Mongolia and the CIS. The entry requirements correspond to the application requirements for federal program teachers.

Pedagogical Exchange Service

The Pedagogical Exchange Service (PAD) is a department in the secretariat of the permanent conference of the education ministers of the federal states in the Federal Republic of Germany and has been active on behalf of the federal states for international exchange and international cooperation in the school sector since 1952. The PAD is responsible for teacher and student exchanges, advanced training courses, internships, school partnerships and for awarding scholarships. The goals of the PAD include strengthening intercultural dialogue and international understanding, promoting European and international competence, promoting foreign language learning and being open to the German language and culture abroad, and improving the quality of teaching and learning. The PAD performs the following tasks:

  • Planning, implementation, evaluation and further development of programs
  • Conception and development of new exchange programs
  • Information, advice, placement and support for people and institutions in the school sector
  • Information of the target groups as well as the interested public.

Foreign language assistants

This program of the educational exchange service offers young students the opportunity to work as foreign language assistant teachers in German classes at foreign educational institutions. With this program, students have the opportunity to expand their linguistic and cultural knowledge of the host country and to gain an insight into the teaching methods of the respective host country. In addition, the practical teaching activity promotes the skills of the prospective foreign language teachers. Foreign language assistants help in German lessons. For example, they carry out exercises with the students or take over certain sections of the lesson. The program is primarily aimed at student teachers studying English, French, Spanish, Italian and Chinese. However, students from other subjects can also apply. The following countries are involved in the exchange of foreign language assistants: Australia, Belgium, China, France, Great Britain, Ireland, Italy, Canada, New Zealand, Switzerland, Spain and the USA.

Robert Bosch Foundation

The Robert Bosch Foundation was established in 1964. This year, according to a will decision, the shares of the Bosch family were transferred to Vermögensverwaltung Bosch GmbH. In 1969 it was renamed Robert Bosch Stiftung GmbH. The foundation runs funding through its own programs, but external projects are also supported. The foundation's program areas are:

  • Health and science
  • Education, society, culture
  • International understanding Western Europe, America, Turkey, Japan, India
  • International understanding in Central Europe, Southeastern Europe, CIS, China

Lecturing program at universities in Eastern Europe and China

The lecturer program at universities in Eastern Europe and China has been organized in cooperation with the University of Hohenheim's Eastern Europe Center since 1999. The program aims to meet the need for German native speakers and teachers at Eastern European and Chinese universities. As part of a scholarship, it supports German university graduates who teach and carry out projects at universities in Eastern Europe. The Robert Bosch Stiftung's lecturer program is aimed at university graduates in the subjects of German as a foreign language, German studies, the humanities, social sciences, law or economics. The degree must not be more than five years ago. In addition, there should be a strong interest in Eastern Europe and China. The tasks of the lecturers include, among other things, teaching at the host university with around six semester hours per week, participating in the chair and supporting the chair in Germany-specific issues, holding exams or advising students. Another important component is project work. Various projects can be carried out under the motto international understanding. Within the university, project work is possible in the following areas: theater performances, German clubs, German days or curriculum development. Outside the university, projects in the areas of culture, exchange or civil society engagement can be implemented. The scholarship is awarded for one year and can be extended for another year if necessary. The monthly grant is 1,000 euros. In addition, the costs for liability, health, luggage and accident insurance abroad are covered as well as the costs for the journey there and back. In addition to qualification in teaching and project work, the lecturers complete the scientific training "Education Management at Universities in Eastern Europe and China".

Mercator Foundation

The Mercator Foundation GmbH was founded in 1996 by the founding family Schmidt - a Duisburg trading company and since 1996 the main shareholder of Metro Group founded and has its headquarters in Essen -. The foundation was named after the Duisburg cosmographer and cartographer Gerhard Mercator. The tasks of the foundation include:

  • Strengthening science and research
  • Commitment to comprehensive education and upbringing for children, adolescents and young adults
  • Promotion of dialogue and understanding between people from different cultures.

The foundation pursues the following goals:

  • Stimulation of a sense of responsibility and imagination as indispensable creative forces for social progress
  • Promote the ideas of committed people
  • Support the decision makers in their creativity.

Mercator College for international tasks

The Mercator College for International Tasks is a program of the German National Academic Foundation and the Mercator Foundation. The program is aimed at highly qualified, German-speaking university graduates from all disciplines who are aiming for managerial positions in international organizations. The duration of the program is 13 months. During this time, the students work in two to three international organizations, internationally operating NGOs , non-profit organizations or commercial enterprises. The choice of workstations is determined by a self-designed practical question, the project plan, the colleague. Accompanying seminars are held to develop leadership and key skills. Application requirements are: a degree from a university or college, a project outline, at least one year of international and professional experience and knowledge of the English language and another foreign language. In addition, applicants must not be older than 29 years.

DaF as a language course

Courses in German as a foreign language are offered by many public and private educational institutions in Germany and abroad, especially by adult education centers and Goethe Institutes . Language courses in German as a second language are mostly taught in public schools (e.g. in support classes) or in integration courses for migrants.

A number of language tests and diplomas or certificates are available for German as a foreign language and are offered according to the levels of the Common European Framework of Reference for Languages (GER). Preparatory courses such as face-to-face and distance learning courses are also available for this purpose, but these are not always required for the exams themselves. Examples are the Zertifikat Deutsch or the TestDaF and DSH exams , which enable university access.

DaF exams

There are various exams and tests in German as a foreign language, which, among other things, serve as a prerequisite for admission to university courses. Their purpose varies only with the area in which they are applied. The Common European Framework of Reference (GER) is a general Europe-wide procedure according to which the language skills of those who take exams in the DaF area are assessed . TestDaF, DSH, DSD or ÖSD can be named as such exams.

DSH

The DSH, also known as the German language test for university entrance, is aimed at students who apply to a German university without having German as their mother tongue. It is an admission test for a German university course, which German students who do not have a German-language educational qualification must also submit.

The German language skills of the test participants are determined on the basis of an oral and a written test. The DSH is passed when both partial exams have been successfully completed, whereby the overall result of both tests is not the most important. While the written part exam focuses on the understanding and processing of listening and reading texts as well as scientific language structures and specification-oriented text production, the oral exam requires a text and tasks to be worked out on the basis of which a short lecture must be given later.

In order to be able to precisely determine the language skills of a student, the DSH is based on three skill levels: DHS1, DSH2 and DSH3, which correspond to levels B2 to C2 of the GER. In general, the intermediate level DSH2 is aimed for, whereby the oral and written partial examination must be passed with at least the result DSH2. Examination participants who, for example, have level DSH3 in the oral exam, but only achieve level DSH1 in the written exam, then only achieve level DSH1 in the overall result. The latter is only required for enrollment in bilingual courses, while most universities require the DSH2 level for enrollment. For courses at a higher language level, the DSH3 level is required.

The design of the DSH is left to each university and college, but this must be within a standardized framework and recognized by other universities in order to be carried out.

TestDaF

The TestDaF , known as the central standardized test of German as a foreign language, is aimed at students who want to apply to study in Germany and need proof of their language skills in the German language.

Anyone taking a TestDaF must complete four partial exams, which assess the four skills of reading and listening comprehension, oral and written expression. Tasks are provided, with the participant having to deal with, among other things, fill in the gaps or correct-wrong tasks, as well as completing tasks orally and producing an independent text. After the exam, the participants of the exam receive a certificate from the TestDaF Institute, which shows the language skills according to the four tested skills and the language level achieved, which is based on the TestDaF levels TDN3-5.

At universities in Germany, the TestDaF is recognized as an examination to prove German language skills. If a student has achieved the TestDaF level TDN4 in all four skills, he or she is qualified to be admitted to a degree, while the TestDaF level TDN3 is only accepted by individual universities and depending on the subject. The TestDaF level TDN5 is achieved by the test participants who have a particularly high level of German and are therefore admitted to courses of study that are on a more demanding level.

DSD

The DSD or German Language Diploma from the Conference of Ministers of Education and Cultural Affairs is another language test in the DaF area that is recognized as such worldwide and is carried out at German schools abroad, but also at foreign schools. The DSD is currently the only school examination for German as a foreign language abroad.

The DSD contains four partial exams, which focus on listening and reading comprehension as well as written and oral communication. Each of these partial exams must be passed in order to receive a certificate from the DSD. The actual knowledge that emerges after the exam can be assessed using the three levels of the CEFR.

While other DaF exams only focus on the German language skills of students, the DSD not only acts as recognized proof of the German language skills required for university studies, but it also serves as a pedagogical tool for building up modern teaching in German as a foreign language. The DSD is an effective and centralized funding instrument for the German language on a worldwide basis.

Exams from the Goethe Institute

The German exams of the Goethe Institute (Goethe Certificates) correspond to the levels of the Common European Framework of Reference for Languages ​​(GER) and are carried out at all Goethe Institutes and examination centers worldwide according to uniform guidelines. The Goethe-Institut provides different exams for each GER level from A1 to C2 in order to be able to certify the respective language skills in DaF. There are Goethe certificates A1 and A2 for young people: Fit in German 1 and 2 (from 10 years) and for adults: Start Deutsch 1 and 2 (from 16 years). The Goethe certificates B1 and B2 are aimed at young people (B1 from the age of 12), adults (from the age of 16) and employed people. The Goethe Certificate C1 is aimed at young adults (aged 16 and over). The Goethe-Zertifikat C2 : GDS has replaced the Central Advanced Level Examination (ZOP), the Small German Language Diploma (KDS) and the Big German Language Diploma (GDS) on January 1, 2012th It gives foreign students access to German universities and colleges and in many places serves as proof of language skills in order to be able to teach German.

The certificates of the Goethe Institute are well known.

Austrian Language Diploma German (ÖSD)

The Austrian Language Diploma for German (ÖSD) is a state-recognized examination system for German as a foreign and second language. The ÖSD exams comply with international framework guidelines and are also based on the level descriptions of the Common European Framework of Reference for Languages ​​(GER) and on Profiles German . ÖSD exams are recognized as proof of German language skills by employers, authorities and educational institutions worldwide.

ÖSD exams are offered at levels A1 – C2. Since 2019, all ÖSD exams (with the exception of ÖSD integration exams) have been offered in a modular way, i.e. the examination modules (two or four modules depending on the examination) can be completed independently of one another at different times.

Further exams

Many other exams are offered for proficiency levels B1, B2, C1, C2.

Lessons outside of the German-speaking area

German language skills in EU countries:
  • over 50 percent of the population
  • 20 to 49 percent
  • 10 to 19 percent
  • 5 to 9 percent
  • under 5 percent
  • not specified
    •
    German language skills as a percentage of the population (over 15 years) in EU countries, 2005.

    Outside of the German-speaking area, German language courses at all levels are offered by the Goethe-Institut , among others . In many countries, German is also taught as a foreign language in public schools, universities and other cultural and educational institutions. Language students from Central and Eastern European countries in particular make German one of the most widely learned languages ​​in the European Union . In Lithuania , German is the third most common foreign language (after English and Russian): 8.3% of the population can speak German, DaF lessons are offered at schools / universities.

    In the United States , German is the third most widely studied foreign language in colleges , after Spanish and French . 38% of American high schools also offer German courses. In Russia, the International Association of German Culture supports offers in the DaF area and works in close cooperation with the corresponding institutions in Russia and Germany. In the extracurricular area, the resources of the Russian-German meeting centers are primarily used. In Uzbekistan, a good 50 percent of the country's 1.2 million students learn German , the maximum figure is 750,000. In Israel , German is the second most widely studied foreign language after English.

    In the global statistics (as of 2015), Poland leads with 2.3 million German learners, followed by Great Britain and Russia, who share second place with almost 1.5 million students each.

    schools

    In numerous countries such as the Netherlands , Poland , the French-speaking part of Switzerland , Luxembourg , Bulgaria and Hungary , the German language is taught and learned in schools as a foreign language. In some countries and regions, German is the first foreign language that children come into contact with in public schools. The “German as a Foreign Language” course enables children from other countries to develop their individual communicative multilingual profiles and skills. In addition, with the help of the German language, the students can gain insights into the life of the German-speaking and European regions from a literary, cultural and historical perspective and use the electronic media as far as they use the German language. Dealing with these media opens up expanded possibilities for the students to perceive, understand and create. The DaF lessons develop language awareness and create the conditions for multilingualism.

    In GFL lessons in European schools, language skills are not trained individually and in isolation, but the children are confronted with life-world and communicatively significant tasks. They create complex, challenging and age-appropriate learning opportunities, taking into account the various areas of competence. These competencies include communicative skills such as listening and reading comprehension, participation in conversations, writing and language mediation. Furthermore, the classic fields such as intonation , orthography , vocabulary and grammar are taken into account. In addition, due to today's ubiquitous media presence in society, the handling of German media is discussed. Intercultural competence is another important aspect, determined by various components such as acting in encounter situations or the ability to act interculturally and linguistically, which is brought closer to the children in GFL lessons.

    The GFL lessons are based on the level of the GER when determining the competency expectations that the children should meet in the course of learning GFL. Each aspect of the acquired German language competence is assigned a level of the GER with a specific description of the respective skill. Above all, attention is paid to the respective class level; the higher the grade, the more difficult and demanding the demands on DaF learners become.

    German schools abroad

    A German school abroad is an educational institution abroad in which lessons are partly in German and whose school-leaving qualifications are recognized in Germany. Currently 135 schools worldwide can be counted as German schools abroad. B. in Bulgaria, Denmark , Italy , Romania , Slovakia , Mexico , Chile , China or Kenya .

    The type of school varies depending on the type and scope of the German language offer and the respective qualifications at the schools. A distinction is made between two different forms of German school abroad: the German-speaking and the bilingual school. While in the former, the lessons take place entirely in German and mainly only German qualifications are completed, in the latter, the lessons are given in German as well as in the national language. Here the national language is taught as the mother tongue and German as well as country-specific qualifications can be obtained. The main focus is on the intercultural exchange that comes about through the introduction of both languages. The teachers who teach German as a foreign language at German schools abroad only for a limited time are placed as so-called foreign service staff and brought to the respective schools.

    See also

    literature

    • Karl-Richard Bausch, Birgit Bergmann, Brigitte Grögor, Heinrich Heinrichsen, Karin Kleppin, Boris Menrath, Eike Thürmann: Framework plan "German as a foreign language" for schools abroad. Münster 2009, pp. 4–7, 9–15.
    • Jasmin Benz: Learning to teach German as a second language. An effectiveness study on teacher training . Beltz Juventa, Weinheim - Basel 2019, ISBN 978-3-7799-6002-7 (also dissertation, University of Education Ludwigsburg, 2018).
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    Web links

    Wikibooks: Shelf: German as a Foreign Language  - learning and teaching materials

    Individual evidence

    1. ↑ Foreign Office: In demand worldwide: German as a foreign language. Retrieved June 10, 2020 .
    2. ↑ a b Hans Barkowski: Fachlexikon German as a foreign and second language. Francke, Tübingen / Basel 2010, p. 47.
    3. ↑ European Union: Special Eurobarometer - Europeans and their languages , (PDF file, 6.77 MByte, accessed on November 25, 2010)
    4. ↑ a b Lutz Götze, Gerhard Helbig, Gert Henrici, Hans-Jürgen Krumm: Development lines of the subject. The structural debate as part of the technical history. 2010, p. 20.
    5. ↑ Small subjects: German as a foreign and second language on the Kleine Fächer portal. Retrieved June 11, 2019 .
    6. ↑ Lutz Götze, Gerhard Helbig, Gert Henrici, Hans-Jürgen Krumm: Development lines of the subject. The structural debate as part of the technical history. 2010, p. 21.
    7. ↑ Small subjects: German as a foreign and second language. Retrieved June 11, 2019 .
    8. ↑ Lutz Götze, Gerhard Helbig, Gert Henrici, Hans-Jürgen Krumm: Development lines of the subject. The structural debate as part of the technical history. 2010, p. 23.
    9. ↑ Lutz Götze, Gerhard Helbig, Gert Henrici, Hans-Jürgen Krumm: Development lines of the subject. The structural debate as part of the technical history. 2010, p. 24.
    10. ↑ Policy paper of the Fachverband Deutsch als Fremdsprache (FaDaF) on the curricular basis of the BA / MA degree programs "German as a Foreign Language" (DaF), p. 1. (PDF file; 98 kB). Retrieved on January 22, 2012.
    11. ↑ Policy paper: Bachelor DaF, competencies, p. 2. (PDF file; 98 kB) Retrieved on June 25, 2012.
    12. ↑ Policy paper of the Fachverband Deutsch als Fremdsprache (FaDaF) on the curricular basis of the BA / MA courses "German as a Foreign Language" (DaF), pp. 2, 3. (PDF file; 98 kB). Accessed on January 22, 2012.
    13. ↑ a b Association of German as a Foreign Language. Main page. Website of the Association of German as a Foreign Language. Retrieved January 23, 2012.
    14. ↑ Christian Fandrych, Britta horseshoes, Hans-Jürgen Krumm, Claudia Riemer: German as a foreign or second language as a specific teaching and research. Perspectives and focuses of the subject German as a foreign and second language. 2010, p. 13.
    15. ↑ a b Claudia Riemer: DaF / DaZ courses and courses with DaF / DaZ in Germany: Attempt to report on the status of the study structure reform. 2006, p. 58.
    16. ↑ Claudia Riemer: DaF / DaZ courses and courses with DaF / DaZ in Germany: attempt of a report on the status of the study structure reform. 2006, p. 57.
    17. ↑ Claudia Riemer: DaF / DaZ courses and courses with DaF / DaZ in Germany: attempt of a report on the status of the study structure reform. 2006, p. 60.
    18. ↑ Claudia Riemer: DaF / DaZ courses and courses with DaF / DaZ in Germany: attempt of a report on the status of the study structure reform. 2006, p. 61.
    19. ↑ Frank G. Königs: Wrong way - detour - solution? Considerations (and reveries) about the restructuring of courses in German as a foreign language. 2006, p. 4f.
    20. ^ Hans-Jürgen Krumm, Claudia Riemer: Training of teachers for German as a foreign language and German as a second language. 2010, pp. 1343f.
    21. ↑ DaF courses in Germany, Europe, worldwide . Website of the Association of German as a Foreign Language. Retrieved April 24, 2012.
    22. ↑ Agniezka Hunstiger, Uwe Koreik: "Where does the DaF study lead?" - To a graduate study in DaF. 2006, p. 163.
    23. ^ Hans-Jürgen Krumm, Claudia Riemer: Training of teachers for German as a foreign language and German as a second language. 2010, p. 1343.
    24. ↑ Gert Henrici: What future for the university subject German as a foreign language? 1995, p. 769.
    25. ↑ Christian Fandrych, Britta horseshoes, Hans-Jürgen Krumm, Claudia Riemer: German as a foreign or second language as a specific teaching and research. Perspectives and focuses of the subject German as a foreign and second language. 2010, p. 14.
    26. ↑ Gert Henrici: What future for the university subject German as a foreign language? 1995, p. 771.
    27. ↑ a b Bachelor DaZ / DaF: Professional Perspectives ( Memento of the original from June 5, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Homepage of the Freiburg University of Education. Retrieved January 23, 2012.  @1@ 2Template: Webachiv / IABot / www.ph-freiburg.de
    28. ^ Matthias Jung, Annegret Middeke: German for the job as a field of work for DaF / DaZ teachers. 2011, p. 367f.
    29. ^ Matthias Jung, Annegret Middeke: German for the job as a field of work for DaF / DaZ teachers. 2011, p. 364.
    30. ↑ Master's degree in German as a Foreign Language: Cultural Mediation. Homepage of the Free University of Berlin. Retrieved January 23, 2012.
    31. ↑ Lutz Götze, Gerhard Helbig, Gert Henrici, Hans-Jürgen Krumm: Development lines of the subject. The structural debate as part of the technical history. 2010, p. 27f.
    32. ↑ Agnieszka Hunstiger, Uwe Koreik: "Where does the DaF study lead?" - To a graduate study in DaF. 2006, p. 172.
    33. ↑ Janna Lena Degener: Working field DaF / DaZ. Between change prepositions and confusion of articles, discovery of the world and human diversity, a full appointment calendar and empty wallet. This is how DaFler and DaZler work. In: labor market. Education | Culture | Social affairs. No. 4, 2010, p. VI.
    34. ↑ Agnieszka Hunstiger, Uwe Koreik: "Where does the DaF study lead?" - To a graduate study in DaF. 2006, pp. 166-168.
    35. ↑ Izabela Waibel: Professional fields after studying German as a foreign language. Results of the graduate survey of the years 1983–2009. In: Info DaF. No. 4, 2011, p. 422, Fig. 2.
    36. ↑ http://www.daad.de/portrait/wer-wir-sind/kurzportrait/08940.de.html query on July 23, 2012.
    37. ↑ Archive link ( Memento of the original from February 21, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Query on January 28, 2012.  @1@ 2Template: Webachiv / IABot / www.daad.de
    38. ↑ http://www.daad.de/ausland/lehren-im-ausland/sprachassistenten/00674.de.html ( Memento from November 4, 2006 in the Internet Archive ) Query on January 28, 2012.
    39. ↑ http://www.auslandsschulwesen.de/cln_099/nn_2176918/Auslandsschulwesen/DieZfA/WirUeberUns/node.html?__nnn=true  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. . Query on January 28, 2012.@1@ 2Template: Toter Link / www.auslandsschulwesen.de  
    40. ↑ Archived copy ( Memento of the original from January 27, 2012 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. Query on January 28, 2012. @1@ 2Template: Webachiv / IABot / www.auslandsschulwesen.de
    41. ↑ http://www.auslandsschulwesen.de/cln_099/nn_2167844/Auslandsschulwesen/Bewerberinformation/Landesprogrammlehrkraefte/landesprogrammlehrkraefte-node.html?__nnn=true  ( page no longer available , search in web archives )  Info: The link was automatically marked as defective. Please check the link according to the instructions and then remove this notice. . Query on January 28, 2012.@1@ 2Template: Toter Link / www.auslandsschulwesen.de  
    42. ^ Hans Barkowski: Fachlexikon German as a foreign and second language. Francke, Tübingen / Basel 2010, p. 238.
    43. ↑ http://www.kmk-pad.org/pad.html Query on July 23, 2012.
    44. ↑ http://www.kmk-pad.org/programme/dtsch-fsa.html query on January 28, 2012.
    45. ↑ http://www.bosch-stiftung.de/content/language1/html/389.asp Query on July 24, 2012.
    46. ↑ http://www.bosch-stiftung.de/content/language1/html/13919.asp Query on July 24, 2012.
    47. ↑ http://www.stiftung-mercator.de/die-stiftung.html Query on July 24, 2012.
    48. ↑ http://www.stiftung-mercator.de/kompetenzzentren/internationale-verstaendigung/mercator-kolleg-fuer-internationale-lösungen.html ( Memento from February 26, 2010 in the Internet Archive ) Query on July 24, 2012.
    49. ↑ http://www.daad.de/ausland/studieren/stipendium/de/70-stipendiendatenbank/?detailid=1546&fachrichtung=0&land=69&status=0&seite=1&overview=1&daad=-1 . Query on July 24, 2012.
    50. ↑ sz.uni-erlangen.de DSH. Homepage of the German Language Center. Retrieved January 29, 2012.
    51. ↑ testdaf.de TestDaf. TestDaF homepage. Retrieved January 28, 2012.
    52. ↑ kmk.org German language diploma. Homepage of the German Language Diploma. Retrieved January 28, 2012.
    53. ↑ Europeans and their Languages , Eurobarometer , February 2006.
    54. ↑ Lietuvos statistika ( 15min )
    55. ↑ Most Popular Foreign Languages ; The Big Slump ( Memento of the original from April 2, 2015 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. @1@ 2Template: Webachiv / IABot / www.atlantic-times.com
    56. ↑ rusdeutsch.eu
    57. ↑ erwaertiges-amt.de
    58. ↑ uzbekistan.de
    59. ^ Joachim Warmbold: Language renaissance in the Holy Land. After decades in which German was mainly overshadowed by the Shoah, the interest of Israelis in learning it is now increasing again by leaps and bounds. In: Frankfurter Allgemeine Zeitung of October 28, 2017, p. 18.
    60. ↑ German as a Foreign Language , accessed on November 18, 2017.