Completed project · 2022–2023
WB German Course – Accompanying research into the pilot project ‘German course for people with cognitive impairments in the State of Bremen’
The ‘WB Deutschkurs’ project is carrying out the academic monitoring of the ongoing pilot project ‘German course for people with cognitive impairments in the State of Bremen’, which is aimed at employees in workshops for people with disabilities. The German as a Second Language (DaZ) courses are being evaluated as part of the accompanying research, and modified teaching approaches are being trialled in order to optimise content and methods with a view to creating a participatory learning environment. The recommendations for action resulting from the accompanying research are intended to support course providers in achieving the goal of greater participation by learners across society as a whole.
Background and Problem
People with disabilities who also have experience of migration and/or flight are often overlooked when it comes to education and employment provision or other areas of social participation. Gateway (formerly the Koordinationsstelle Sprache, the state of Bremen's language coordination office) has taken on this gap. Together with various providers and actors, it develops and coordinates needs-based language course provision in Bremen and Bremerhaven for adults with a migration background.
In June 2021, a first German course for employees of the Bremer Werkstätten (a sheltered workshop for people with disabilities) was held as part of the practice-based pilot project ‘German Course for People with Cognitive Impairments in the State of Bremen’. The language courses are intended to strengthen workplace communication, occupational and social participation, and self-determination and personal responsibility.
In summer 2022, this course was continued in Bremen and expanded by two further courses (one in Bremen, one in Bremerhaven). In addition, a contract for accompanying scientific research on the courses was put out to tender. The aim of the contract was to identify the opportunities for course participants to take part in shaping the lessons and to make these usable for the further development of German language teaching.
Research question
To what extent is the language teaching in the pilot project already designed in a participatory way?
What needs exist with regard to participatory lesson design from the perspective of the course participants and the course instructors?
How can participatory lesson design be implemented or extended?
Approach
In order to capture the perspectives of all those involved in the course as far as possible, a triangulation approach was chosen. This consisted of a group discussion with three course instructors, classroom observations (six lessons), (image-supported) individual interviews with the course participants, a reflection session with the course instructors and a collage workshop.
The data collected were analysed deductively using qualitative content analysis according to Mayring. For this purpose, three categories were formed on the basis of the literature and research: professionalisation, active involvement and difference sensitivity.
Seven recommendations for action were derived from the results in order to make the German courses more participatory and, at the same time, more conducive to language development and to participation in education and work/employment.
Results
Seven recommendations for action could be derived from the data collected and analysed:
Train difference sensitivity (e.g. continuing training, coaching, joint reflection on lessons)
Carry out language proficiency assessments (including, in addition to spoken language, literacy skills in German and in first languages)
Make language support more basic (e.g. at the level of sounds and syllables, use of initial-sound charts)
Adapt and broaden the range of topics (e.g. address ‘My Rights’ alongside work-related and everyday topics)
Involve participants in lessons in a more self-reliant, independent and co-determining way (e.g. refrain from unnecessary help such as opening glue sticks)
Organise excursions (e.g. visit companies and other educational institutions to promote inclusion and participation)
Maintain the multi-professional approach and extend it through networking (e.g. nationwide transfer of the course experience, the materials developed, etc.)
Dissemination and Transfer Activities
The entire accompanying research was carried out in close coordination and cooperation with the project partners as well as with the Senator for Children and Education (Bremen) and the State Commissioner for People with Disabilities. (Interim) results were presented and discussed in the regular committees of the project participants and at academic and practitioner conferences. A reflection session was also held with the course instructors. This consisted of a reflection on selected teaching sequences and short inputs (of a continuing training nature) to raise awareness. The recommendations for action derived from the research have already been incorporated into the redesign of the course provision and have made an important contribution to the continuation and long-term funding of the courses.
A final report was also written.
Presentations on the project
Cubalevska, M.; Schiele, M. & Witt, M.: „Sprachlernangebote für behinderte Menschen in Bremen“, 6. Forum Flucht, Migration und Behinderung, Bremen am 20.04.2023.
Bonna, F. & Cubalevska, M.: „Inclusion through Exclusion?! Critical Diversity Literacy to foster Inclusive Adult Education“, ECER, Glasgow am 23.08.2023.
Bonna, F. & Cubalevska, M.: „Multiprofessionalität für partizipativen Sprachunterricht in der Erwachsenenbildung. Verschränkungen von Be_hinderung und DaZ am Arbeitsplatz“, 7. Jahrestagung des Vereins migrationspädagogische Zweitsprachdidaktik, Online am 30.09.2023.