Multiperspective Study of German language support classes II

Since 2018, students in Austria who do not have the officially required level of German proficiency upon school entry are taught through specific language support measures currently, primarily in the form of segregated German language support classes. The program was introduced without scientific oversight and has since been the subject of critical discussions, especially regarding its impact on language development, educational effectiveness, social participation, and inclusion in everyday school life. The MULTI-PERS II study builds on the preceding MULTI-PERS I study (https://dfk- studie.univie.ac.at/), which showed that the legally mandated support program is implemented very inconsistently in schools and that many of the assumed negative effects, such as setbacks in educational trajectory or lack of social participation, are indeed observable in practice. Based on this, MULTI-PERS II examines how different forms of German language support affect students academic, linguistic, and social development in the long term. The focus is on the perspectives of various stakeholders, and the question of what conditions are necessary for successful language support. The study evaluates, among other things: How do students, legal guardians, and teachers perceive social interaction, academic self- concept, school well-being, and language acquisition? What educational and future perspectives do students themselves envision and what aspirations do parents and teachers express? How do teachers, school administrators, and stakeholders assess the implementation of current language support programs, and what ideas and approaches for further development of language support arise from this? How do these perceptions and experiences change over time? The project involves numerous educational stakeholders: students, legal guardians, teachers, school leaders, and other stakeholders. Different methodological approaches are used, including interviews, questionnaires, and workshops. As part of a mosaic approach, creative methods are also used to enable students to express their views. The longitudinal design allows to observe developments over a longer period. The aim is to provide a nuanced picture of current language support practices and contribute to the development of sustainable, inclusive educational structures.