THE PACULARITIES OF TEACHING GERMAN AS A SECOND LANGUAGE

Abstract

This article, “The pacularities of teaching German as a second language”, examines the multifaceted nature of teaching German as a second language (DaZ) in multilingual and multicultural contexts. It integrates theoretical, methodological, practical, and policy perspectives to provide a comprehensive overview of DaZ instruction. The article begins by situating DaZ within the broader context of migration, social integration, and education, emphasizing its distinction from German as a foreign language (DaF). The introduction highlights the critical role of DaZ for learners’ linguistic development, academic success, and social participation, providing a rationale for exploring its theoretical foundations, instructional strategies, and current practices.

The theoretical framework draws on second language acquisition, sociocultural theory, and bilingual education research. Krashen’s Input Hypothesis, Cummins’ distinction between Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP), and Vygotsky’s concepts of scaffolding and social interaction provide insight into how learners acquire German in heterogeneous classrooms. These foundations underline that DaZ instruction extends beyond language mechanics to encompass cognitive, social, and cultural dimensions.

The article identifies the particularities of DaZ instruction, emphasizing the linguistic heterogeneity of learners, the dual focus on everyday and academic German, and the sociocultural and integrative dimensions of language learning. Institutional and policy contexts, such as preparatory classes (Willkommensklassen) and inclusive curricula, shape the effectiveness of language instruction and the learners’ access to educational opportunities.

Methodologically, language-sensitive teaching, scaffolding, differentiation, Content and Language Integrated Learning (CLIL), translanguaging, and digital innovations are discussed as central strategies in DaZ classrooms. Practical models illustrate implementation, including preparatory and mainstream classes, peer-learning initiatives, CLIL projects, translanguaging activities, and family or community-based integration programs. Case studies demonstrate that combining language development with content learning and social integration positively impacts learners’ outcomes.

Challenges in DaZ instruction include learner motivation, classroom heterogeneity, resource limitations, and the cognitive demands of academic language. Research emphasizes early intervention, teacher professionalization, and inclusive pedagogies as critical to overcoming these obstacles. Recent developments in policy, digital tools, and evidence-based pedagogy show potential to enhance individualized instruction, learner engagement, and equitable access.

In conclusion, DaZ instruction is a multidimensional educational practice integrating linguistic, cognitive, and socio-cultural learning. Effective instruction requires theory-driven methodology, inclusive and differentiated classroom practices, systemic support, and technological innovation. Beyond language acquisition, DaZ education empowers learners to succeed academically, participate socially, and navigate cultural integration, highlighting its essential role in multilingual societies.