Education International Research
In addition, they have to achieve the highest level (C2) according to the Common European Reference Framework for Languages (CEFRL), which means near-native proficiency in German. “The teaching profession is among the most difficult to access for people educated in other countries.” (Coordinator in qualification network for immigrants)
Refugee teachers can take part in projects that help them to acquire these additional qualifications, however this can take years. University timetables are compiled to suit full-time students, and they rarely fit in with employment and family obligations. First, I want to learn German and then I want to work. I do not want to go back to university. (English teacher from Syria with a Bachelor degree, in conversation with author D. Vogel)
In spite of staff shortages, there are few systematic efforts to integrate refugee teachers. Some projects have commenced to help teachers to complement their education so that they are accepted as regular teachers for their subjects (i.e. a project cooperating with University of Bremen). Other projects, in Potsdam and Bielefeld for instance, qualify more generally on a level below a recognised teacher qualification. The University of Potsdam in the state of Brandenburg offers a ‘refugee teachers’ programme’ as a pilot project. It aims at preparing refugee teachers to enter the German school system without acquiring a full teacher qualification. The programme consists of intensive courses in German, introduction to the German school and education system, and other educational seminars and school internships conducted over 1.5 years.30
3.3. Interaction in regular school classes
Ideally, primary school students should have reached the level A2 (CEFRL) after the preparatory German course, and in secondary school they should have reached level B1 (passive) so that they can understand the main points of clear standard input on familiar matters regularly encountered in school, leisure and so on, but this is not always possible. Many teachers in regular classes do not feel sufficiently prepared to integrate students without this level of German proficiency. While student interviews show that they appreciate the welcoming atmosphere and individualised attention in preparatory German classes, they also indicate that they miss ‘real’ school where they can learn subjects. 30 https://www.uni-potsdam.de/unterrichtsinterventionsforsch/refugee.html Accessed 20 October 2017.
A 24