Fast integration is crucial: Study reveals the language fate of refugee young people

Fast integration is crucial: Study reveals the language fate of refugee young people

In recent years, the debate about the integration of refugee young people in Germany has intensified. A new study by researchers at Martin Luther University Halle-Wittenberg (MLU) suggests that rapid access to regular school classes is essential for successful language acquisition. The study analyzed data from over 1,000 young people aged 14 to 16 from Bavaria, North Rhine-Westphalia, Rhineland-Palatinate and Saxony and came to the conclusion that welcome classes cannot achieve the desired effect in sufficiently promoting language skills.

The challenge is enormous: Refugee primary school children in particular often struggle with significant deficits in reading comprehension and are, on average, around two school years behind their non-immigrant classmates. The study also shows that various factors significantly influence the acquisition of German skills. This includes the waiting time until they start school, the young people's asylum status and attendance at welcome classes.

Integration through education

The fate of many school-age refugee children is often characterized by long waiting times. They often have to wait more than six months to start school without having any contact with German-speaking classmates during this time. This has been proven to have a negative impact on language skills. Years later, former students of welcome classes perform worse than their peers who were directly integrated into regular classes.

Another important aspect is asylum status. Refugees with uncertain residence status tend to have lower German language skills. The study calls for clear political measures here: rapid school enrollment, rapid integration into specialist classes and the creation of safe asylum conditions are crucial for language acquisition.

The concept of welcome classes

Loud Berlin.de Welcome classes are designed to teach students individual language and action skills. These classes are intended to enable the transition to a regular educational program, with the switch to integrated vocational training preparation (IBA) usually occurring after one year.

However, staying in a welcome class is not a simple language course, but rather intensive learning that aims to promote specific language and action skills. The target level for the transition to the IBA is a written level of A2 and an oral level of B1, according to the Common European Framework of Reference for Languages ​​(CEFR).

The teaching concept is based on a welcome curriculum that focuses on professional and technical language skills in subjects such as media, mathematics and social studies. Another important aspect is the discussion of professional orientation, which is essential for integration into the labor market.

It remains to be seen what measures politicians will take. However, one thing is clear: in order to improve the integration of refugee young people, a rethink is required. Quick and comprehensive solutions are needed to guarantee successful integration in the long term and to give young people the chance to integrate into society.