A multiperspective study on German language support classes

Wider research context German support classes were introduced in the school year 2018/19 in Austrian schools without any piloting and without an evaluation of their effectiveness. They have been strongly criticized for not responding to research for supporting language development, fostering social exclusion and being difficult to organize within schools. Hypotheses/ Research questions This study explores the effects of German support classes on the academic, social and emotional development of students from migration biography with the following hypotheses: Students in segregated German support classes courses have a lower academic self-concept compared to students with a migration biography in mainstream classes. Students in segregated German support classes courses develop a reduced sense of social inclusion compared to students with a migration biography in mainstream classes. Students in segregated German support classes courses have a reduced sense of emotional wellbeing compared to students with a migration biography in mainstream classes. Additionally, to these hypothesis data of students in segregated German support classes/pull-out courses as well of students with a migration biography in mainstream classes will be compared with data of students without a migration biography. Methods Qualitative and quantitative methods (approximately 400 students and 25 teachers of primary schools in Vienna) will be used, drawing on psychometric measures, standardized questionnaires, interviews with German support teachers, and interviews and photo-voice with students. Results will provide information about the effectiveness of German support classes and will develop references for pedagogical practice to move closer towards successful inclusion of students with a migration biography. Level of originality This study is the first large-scale study in Austria to address the effectiveness of German support classes and thus focusses on a politically and socially relevant topic

The project identified four key findings: (1) schools encounter organizational hurdles in implementing legal requirements for German-language support and frequently deviate from them in practice, (2) school staff hold markedly different views on linguistic diversity, (3) students report socio-emotional strain due to segregation, and (4) parents/guardians expect segregated German-language support measures (German support classes (GLSC) and courses (GLSCO)) to improve academic success, while prioritizing German over children's first languages. Statewide data from 2023 (n = 268 principals; n = 622 teachers) show that 45.2% could not implement the legally mandated 15 weekly hours in GLSC. Reported reasons included lack of rooms (56.3%) and lack of personnel (51.2%) (multiple responses possible). A follow-up survey in 2025 (n = 413 principals; n = 687 teachers) found that principals (55.4%) and teachers (44.4%) preferred a mixed model, i.e., alternating between mainstream classes and GLSC. Overall, participants favored fewer segregated support hours than before-on average 8 to 10 hours per week. Persistent barriers included resource constraints and shortages of qualified language support teachers. Interviews with principals (n = 16) and teachers (n = 25) revealed a wide range of implementation practices, from strict adherence to legal provisions to extensive inclusion of language learners in mainstream classes. Common challenges included staff shortages, limited resources, doubts about effectiveness, and rigid regulations that constrain schools' room for maneuver. Ethical concerns were also raised: segregation may foster institutional disadvantage, for example through slower learning progress or reduced access to the mainstream curriculum. Attitudes toward linguistic diversity were sharply contrasted. Some teachers leveraged students' languages alongside German as a resource, while others enforced a German-only policy. Survey results reflected this ambivalence: 60% viewed GLSC as a protective space for learners, yet 70% rejected segregation in principle. About half believed GLSC facilitate transitions into mainstream classes, and over 80% felt support is most effective when German is spoken predominantly. Qualitative data (n = 154) indicated mixed experiences among students in GLSC. They felt most comfortable where play, conversation, and social interaction were encouraged. Some found the support helpful for acquiring German; others experienced it as limiting, with fewer opportunities than in mainstream classes. Frequent language proficiency assessments caused stress, and physical separation hindered participation and fostered exclusion. Parents/guardians (n = 12) primarily expected GLSC to improve access to classroom learning, viewed German as key to success and integration, and generally downplayed the maintenance of the first language.