TY - CHAP

T1 - Research on teaching of linguistically and culturally diverse students in Germany

AU - Ehmke, Timo

AU - Lemmrich, Svenja

N1 - Publisher Copyright: © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

PY - 2025/1/1

Y1 - 2025/1/1

N2 - This chapter explores the German approach to educating linguistically and culturally diverse students, emphasizing the need for research to address educational disparities. Migration in Germany has led to a rise in students with migrant backgrounds, creating challenges for the education system. Studies like the Education Trends of the German Institute for Educational Quality Improvement (IQB) in 2022 highlight significant skill gaps between students with and without migrant backgrounds. To promote educational equality and social integration, the German Standing Conference of Ministers of Education (KMK) has developed a framework for language-sensitive teaching, emphasizing multilingualism as a resource, diagnostic tools for adaptive learning, and integrating language education into teacher training. Key research areas include evaluating the effectiveness of language-sensitive teaching methods and assessing how language adaptations in STEM subjects enhance understanding. Initiatives like DaZKom focus on improving teachers’ competencies in language-sensitive instruction. Research also examines teachers’ beliefs about multilingualism, emphasizing the need for positive attitudes and structured support to help diverse students succeed. This chapter underscores the importance of developing strategies to support these students, ensuring they receive quality education that fosters social inclusion and success in a globalized world.

AB - This chapter explores the German approach to educating linguistically and culturally diverse students, emphasizing the need for research to address educational disparities. Migration in Germany has led to a rise in students with migrant backgrounds, creating challenges for the education system. Studies like the Education Trends of the German Institute for Educational Quality Improvement (IQB) in 2022 highlight significant skill gaps between students with and without migrant backgrounds. To promote educational equality and social integration, the German Standing Conference of Ministers of Education (KMK) has developed a framework for language-sensitive teaching, emphasizing multilingualism as a resource, diagnostic tools for adaptive learning, and integrating language education into teacher training. Key research areas include evaluating the effectiveness of language-sensitive teaching methods and assessing how language adaptations in STEM subjects enhance understanding. Initiatives like DaZKom focus on improving teachers’ competencies in language-sensitive instruction. Research also examines teachers’ beliefs about multilingualism, emphasizing the need for positive attitudes and structured support to help diverse students succeed. This chapter underscores the importance of developing strategies to support these students, ensuring they receive quality education that fosters social inclusion and success in a globalized world.

KW - Empirical education research

UR - http://www.scopus.com/inward/record.url?scp=105005054196&partnerID=8YFLogxK

U2 - 10.4324/9781003436065-18

DO - 10.4324/9781003436065-18

M3 - Chapter

AN - SCOPUS:105005054196

SN - 9781032565521

SP - 211

EP - 220

BT - Innovative Teaching and Classroom Processes

A2 - Ehmke, Timo

A2 - Chi-Kin lee, John

PB - Taylor and Francis Inc.

ER -