Migration rate at primary schools: Educational experts speak plain text!

Migration rate at primary schools: Educational experts speak plain text!

In the current debate about educational justice in Germany, especially at primary schools, the topic of migration quota is hotly discussed again. The Saxony Philologists' Association, represented by state chairman Thomas Langer, has clearly spoken out against such a quota. "A migration rate would require a fundamental change in the distribution mechanism of the children to be schooled," said Langer to the German Press Agency in Leipzig. In his assessment, it is emphasized that not only children with a migration background, but also those without a history of migration have difficulties with the German educational language.

The preservation of educational opportunities for all children should be in the foreground, regardless of their origin. The distribution of elementary school students is currently being distributed via cities and municipalities and would no longer be so flexible by a quota. Instead, Langer calls for an increased focus on sufficient German lessons and the vocational training of teachers in order to address linguistic difficulties of the children. "It is important to pay more attention to the language of education in schools and early childhood upbringing," continues Langer, finding that the negative development in the use of the German Education Language concerns all student groups.

The Situation in Hamburg

A look at the primary school in Hamburg-Wilhelmsburg illustrates the challenge in front of which many schools are standing. Over 90 percent of the students there bring a migration background, which is also reflected in their language -technical development. The school management and the teachers reject an upper limit for children with a migration background, as brought into conversation by Federal Minister of Education Karin Prien. The current proportion of students with a non-German family language in Hamburg is even 55 percent, and the tendency is rising, such as [Tagesschau.de] (https://www.tagesschau.de/inland/Migrations-ober- Oberreis-und--und-unlicht ,migrationsquote-102.html) reports.

This situation requires individual support measures that begin from preschool age. In Wilhelmsburg, the children are given language support and the opportunity to use their multilingualism in various programs. "Integration and dialogue are important," says headmaster Can Yörenc, who views responsibility for education as a common goal. Professor Ingrid Gogolin emphasizes the role of multilingualism in the learning process and advocates further training for teachers in order to better integrate the different language experiences of the students into class.

The influence of migration status on educational success

Migration status remains a crucial factor for educational success in Germany. According to an analysis on behalf of the Federal Center for Political Education, it can be seen that pupils are often considered to be disadvantaged in the inside with family immigration history. The distinction between different generations of immigration is interesting. While the first generation finds its way to high school with only 16.1 percent, the second generation is already 30.3 percent and 2.5. Generation 35.7 percent. Students: Inside without a migration background, it is easier because 43 percent can choose the educational path through high school.

The differences can also be found in their reading skills, which are strongly influenced by the linguistic hurdles after immigration. Here are between the 1st generation (405 competence points) and students: inside without immigration history (524 competence points) significant discrepancies. In addition, it should be noted that during the educational path of many children with a migration background is inhibited by their social origin, the educational opportunities of other groups should be illuminated in order to address the challenges for everyone. Improvements in the school environment could help promote equal opportunities.

Overall, it shows that a simple approach, such as a migration rate, cannot be the solution to the complex challenges in the field of education. The dialogue about effective support measures and an intensive examination of the actually given conditions would be the right way to achieve long -term improvements in educational equality.