Institutional conditions and acquisition of language skills among young refugees: Investigating the German context.

Autor/inn/en	Winkler, Oliver; Carwehl, Anne-Kathrin
Titel	Institutional conditions and acquisition of language skills among young refugees: Investigating the German context. Gefälligkeitsübersetzung: Institutionelle Bedingungen und der Erwerb von Sprachkenntnissen bei jungen Flüchtlingen: Eine Untersuchung des deutschen Kontextes.
Quelle	In: Acta sociologica, (2025) online first, June 26, 2025, 19 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1502-3869
DOI	10.1177/00016993251351531
Schlagwörter	Schüler; Schulische Integration; Integrationskurs; Deutsch; Deutsch als Zweitsprache; Spracherwerb; Sprachförderung; Sprachunterricht; Fremdsprachenkenntnisse; Determinante; Aufenthaltserlaubnis; Rechtsstellung; Aufenthaltsdauer; Auswirkung; Einflussfaktor; Institution; Ausländer; Flüchtling; Jugendlicher; Bayern; Deutschland; Nordrhein-Westfalen; Rheinland-Pfalz; Sachsen
Abstract	"For young refugees of school age, the acquisition of language skills in the main language of the host country is linked to their educational integration. Opportunities to learn the destination language are structured by legislative and regulatory frameworks established in the host country, especially in the domains of education and asylum policy. In our study we investigate the German case and test if (1) shorter waiting times of school enrolment, (2) integration into regular classes instead of separate refugee classes, and (3) a secure residence status are positively correlated with second language skills of young refugees. Empirically, we use data of the first survey wave of the ReGES study (Refugees in the German Educational System) which surveys adolescent refugees aged 14-16. We apply cross-sectional analyses for four federal states (Bavaria, North Rhine-Westphalia, Rhineland-Palatinate, Saxony). We restrict the sample to youths who currently attend regular classes. The analysis comprises N = 1097 students. Our findings reveal that prolonged waiting times for school enrollment and insecure residence status are significantly associated with fewer destination language skills. Furthermore, young refugees who attended preparatory classes earlier remain to have lower German language proficiency in regular classes compared to those who did never. Remaining significant differences between federal states indicate that more educational legislation than the ones regarded could contribute to additional differences in destination language skills." The study refers to the period 2017-2018 (Author's abstract, IAB-Doku).
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2025/4