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This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: "How do students interact and communicate digitally / using social networking in educational contexts and beyond?" and "How do students use online tools, devices and applications, for information retrieval and learning?" The results provide a rationale for why students' everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching. [ABSTRACT FROM AUTHOR]

Je nach Bundesland und Schule ist die Beschulung neu zugewanderter Schüler/innen strukturell unterschiedlich organisiert. Im vorliegenden Beitrag wird diese Organisation exemplarisch anhand eines nordrhein-westfälischen Gymnasiums gezeigt. Hierzu werden im Sinne der Situationsanalyse relevante menschliche Akteur/innen und nicht menschliche Aktanten identifiziert und miteinander in Beziehung gesetzt. Dabei kann die Vernetzung der unterschiedlichen Akteur/innen und Aktanten und somit die Komplexität des Gefüges aufgezeigt werden. Depending on the federal state and school the schooling of newly arrived students sees a variety in its organisation. As an example the present paper focuses on a Gymnasium in North Rhine-Westphalia. Relevant human actors and non-human actants are identified and their relations reflected upon in a situational analysis. The connections of the multiple actors and actants and thus the complexity of the situation of schooling can be demonstrated. [ABSTRACT FROM AUTHOR]

Zur Aufnahme neu zugewanderter Kinder und Jugendlicher an deutschen Schulen werden häufig sogenannte Vorbereitungsklassen eingerichtet. Beim durch diese Organisationsform bedingten Übergang in die Regelklasse handelt es sich um einen längeren Prozess, der im vorgestellten Projekt untersucht wird: Anhand von Experteninterviews mit Lehrkräften aus Vorbereitungsklassen in verschiedenen Bundesländern wird der Frage nachgegangen, welche Vorstellungen Lehrkräfte von einem gelungenen Übergang haben, welche unterstützenden Maßnahmen sie umsetzen und welche besonderen Herausforderungen sie sehen. Separate classes for newcomer students are a common organisational form in German schools. In this paper, we focus on the process of transition from such separate classes to regular classes: Teachers of separate classes for newcomers have been interviewed in order to explore a) under what circumstances do they consider the transition to a regular class successful, b) what measures do they take and c) what challenges do they face. [ABSTRACT FROM AUTHOR]

Schulpflichtige Sprachanfänger/innen des Deutschen werden in Berlin in sogenannten Willkommensklassen unterrichtet. Trotz langjähriger Erfahrung mit dieser Beschulungsform fehlen konkrete Vorgaben und Konzepte für eine erfolgreiche Integration von Schüler/innen und Lehrkräften. Die im Beitrag vorgestellte Online-Befragung von 315 Berliner Willkommensklassenlehrkräften aller Schulformen bestätigt diese Auffassung in Teilen und bietet einen differenzierten Einblick zu Bedarfen und Mängeln. In Berlin, migrant learners attend welcome classes. Despite many years of experience with this form of schooling, there are no concrete guidelines and concepts for a successful integration of students and teachers. The online survey of 315 Berlin teachers of welcome classes of all school types presented in the paper partly confirms this impression and offers a differentiated insight into needs and shortcomings. [ABSTRACT FROM AUTHOR]

The focus of this research is the practicalities of adjustment to a semester of teaching language wholly online in the current COVID-19 pandemic at a German university. Such a study is important in order to illustrate the ways in which language instructors who were already proficient in teaching online were able to marshal existing resources and to develop new ones to assist their colleagues in developing skills in synchronous and asynchronous pedagogical modalities. The findings provide evidence that language instructors and students benefit somewhat from general technological instruction but much more from instruction that is combined with language pedagogy. The main conclusions drawn from this study are that intra-linguistic and cross-linguistic pedagogical exchanges fostered the successful execution of fully online teaching, and that online learning is more than just a digital replicate of learning in person. It requires its own set of digital and knowledge tools to be executed effectively. [ABSTRACT FROM AUTHOR]

The article aims to identify the actors and structures for increasing immigrant students in German schools. It mentions about teaching and preparing immigrant students linguistically and technically for the regular class. It also informs that schools must develop broad expertise with regard to structural and content-related questions on handling with newly immigrated students.

Für die Zuweisung von neu zugewanderten Jugendlichen und Erwachsenen zu Vorbereitungsklassen und Integrationskursen ist es notwendig, neben den Fähigkeiten in der Zweitsprache (L2) auch die literalen Kompetenzen in der Erstsprache (L1) miteinzubeziehen. Das Instrument Lit-L1-L2 wurde entwickelt, um basale literale Kompetenzen von Lernenden mit L1 Dari und geringen Deutschkenntnissen zu erheben, und kann von Lehrkräften ohne Kenntnisse in Dari eingesetzt werden, da es auf einer sprachübergreifenden Bewertung des Verhaltens und des Schriftbildes basiert. The assignment of adolescent and adult learners to preparatory classes or language courses should not only be based on their knowledge of German as a second language (L2), but also on their literacy skills in the first language (L1). The instrument Lit-L1-L2 was developed to assess the literacy skills of learners with L1 Dari and with little knowledge of L2 German. It can be administered without any knowledge of Dari, as it is based on the language independent assessment of behavior and handwriting. [ABSTRACT FROM AUTHOR]