Durchgaengige Sprachbildung und Deutsch als Zweitsprache: Language Across the Curriculum for Multilingual Classrooms

Rationale

Germany's multilingual classrooms are a structural reality, not a temporary condition. The KMK recommendation on educational-language competences (Bildungssprachliche Kompetenzen, 05.12.2019) establishes that language education is a cross-cutting task of every subject, not merely the responsibility of DaZ specialists. This course equips teachers to diagnose language proficiency, scaffold subject content for learners at different German-language levels, and build a whole-school language-education concept. It addresses the Beurteilen competence area (fair assessment that separates language from content mastery) and the Erziehen competence area (engaging multilingual families). The course is designed to be countable toward the statutory CPD obligation (Fortbildungspflicht) where the relevant Land and school leadership recognise external providers, as documented for Bavaria, Hamburg and Bremen.

Part I: Foundations (Lessons 1-4)

Lesson 1. Language as the medium of learning

This lesson establishes the foundational principle that every subject teacher is a language teacher. Participants examine how subject learning is mediated through language and why language competence cannot be assumed as a prerequisite for content learning. The lesson presents the KMK 2019 recommendation as the policy anchor for this cross-cutting task. Participants analyse a subject lesson transcript to identify language demands that may create barriers for multilingual learners. They then map the language functions (describe, explain, argue, compare) that their own subject requires. After this lesson, participants can articulate why language education is a whole-school responsibility and identify the language demands of their own subject lessons.

Lesson 2. Everyday, educational and subject language

This lesson introduces the three-level distinction between Alltagssprache (everyday language), Bildungssprache (educational language) and Fachsprache (subject language). Participants learn that learners may be fluent in everyday German yet struggle with the abstract, decontextualised features of educational language. The lesson uses authentic classroom texts to illustrate how each level differs in vocabulary, syntax and discourse structure. Participants practise classifying language samples from their own subject materials. After this lesson, participants can distinguish the three language levels in their teaching materials and identify where learners are likely to encounter educational-language barriers.

Lesson 3. Continuous language education (durchgaengige Sprachbildung)

This lesson presents the concept of continuous language education as a whole-school, all-phases approach. Participants learn that language development is not completed in DaZ classes but continues across subjects and school years. The lesson examines the KMK 2019 recommendation's call for systematic language support from early childhood through upper secondary. Participants review examples of schools that have implemented a durchgaengige Sprachbildung concept and identify the structural conditions needed. After this lesson, participants can explain the rationale for continuous language education and identify gaps in their own school's language support across phases.

Lesson 4. Second-language acquisition for teachers

This lesson provides teachers with essential knowledge about how a second language develops in school-age learners. Participants learn key concepts from second-language acquisition research, including the distinction between basic interpersonal communicative skills (BICS) and cognitive academic language proficiency (CALP), the role of the first language, and typical developmental sequences. The lesson addresses the implications for pacing and expectations in the classroom. Participants apply these concepts to case studies of learners at different stages of German acquisition. After this lesson, participants can interpret learner language production in light of second-language acquisition theory and adjust their expectations and support accordingly.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Diagnosing language proficiency

This lesson equips participants with valid, fair approaches to diagnosing German-language development. Participants learn about standardised diagnostic tools used in German schools, such as the Hamburger Schreibprobe and the C-Test, as well as classroom-based diagnostic methods including writing samples, oral language assessment and portfolio analysis. The lesson emphasises the distinction between diagnosing language proficiency and assessing content knowledge. Participants practise analysing learner writing samples to identify language strengths and needs. After this lesson, participants can select and apply appropriate diagnostic tools to assess the German-language proficiency of their learners.

Lesson 6. Scaffolding subject content

This lesson introduces micro- and macro-scaffolding techniques for making subject content accessible to multilingual learners. Participants learn specific strategies including visual supports, sentence starters, word banks, structured group work and tiered tasks. The lesson demonstrates how scaffolding can be planned into a lesson without reducing cognitive demand. Participants redesign a lesson from their own subject to include scaffolding for learners at different language levels. After this lesson, participants can plan and implement scaffolding strategies that maintain content rigour while supporting language development.

Lesson 7. Welcome classes and newly arrived learners

This lesson addresses the specific context of welcome classes (Willkommensklassen / Vorbereitungsklassen) for newly arrived learners with little or no German. Participants learn about the legal and organisational frameworks for initial German instruction, including typical curricula, hour allocations and transition pathways into regular classes. The lesson presents effective practices for building basic German competence quickly while maintaining learner well-being and cultural orientation. Participants examine case studies of welcome-class learners at different ages and educational backgrounds. After this lesson, participants can structure initial German instruction for newly arrived learners and plan their transition into mainstream classes.

Lesson 8. The Deutsches Sprachdiplom (DSD) pathway

This lesson presents the Deutsches Sprachdiplom as a structured pathway for first linguistic integration and academic qualification. Participants learn about the DSD levels (DSD I, DSD II), their alignment with the Common European Framework of Reference for Languages, and their role in school leaving qualifications and university access. The lesson examines how schools can integrate DSD preparation into their language support programmes. Participants review sample DSD tasks and assessment criteria. After this lesson, participants can explain the DSD pathway to learners and families and support DSD preparation within their subject teaching.

Lesson 9. Multilingualism as a resource

This lesson reframes learners' home languages from a deficit to a resource perspective. Participants learn about research on the cognitive and academic benefits of multilingualism and how home languages can support German acquisition. The lesson presents practical strategies for valuing and using home languages in the classroom, including translanguaging, bilingual word walls and multilingual text collections. Participants examine examples of schools that have implemented multilingual approaches. After this lesson, participants can identify and implement strategies that draw on learners' home languages as a resource for learning.

Lesson 10. Reading in the subject classroom

This lesson focuses on teaching text comprehension across subjects. Participants learn that reading in each subject requires specific strategies for navigating subject-specific text structures, vocabulary and discourse conventions. The lesson presents research-based reading strategies including reciprocal teaching, text annotation, summarisation and question generation. Participants practise adapting a subject text with comprehension supports and teaching a reading strategy to a small group. After this lesson, participants can integrate explicit reading instruction into their subject teaching and support learners in comprehending subject-specific texts.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Academic writing across subjects

This lesson addresses the challenge of academic writing in subject classrooms. Participants learn about genre-based approaches to writing instruction, where learners are explicitly taught the structure and language features of subject-specific genres such as lab reports, historical analyses and mathematical explanations. The lesson presents a teaching-learning cycle for writing that includes modelling, joint construction and independent writing. Participants analyse a subject writing task and plan a genre-based teaching sequence. After this lesson, participants can teach subject-specific writing genres using a structured, scaffolded approach.

Lesson 12. Vocabulary and terminology work

This lesson provides systematic approaches to building subject terminology. Participants learn about the distinction between general academic vocabulary and subject-specific terminology, and about research-based vocabulary instruction strategies including explicit teaching, semantic mapping, word parts and contextual analysis. The lesson presents a framework for selecting which vocabulary to teach explicitly and which to support through context. Participants develop a vocabulary teaching plan for an upcoming unit in their subject. After this lesson, participants can plan and implement systematic vocabulary instruction that supports both language and content learning.

Lesson 13. Assessment and Nachteilsausgleich for language learners

This lesson addresses the challenge of fair assessment that separates language from content mastery. Participants learn about the legal concept of Nachteilsausgleich (compensation for disadvantage) as it applies to language learners, including permissible adjustments such as extended time, use of dictionaries and simplified task language. The lesson presents principles for designing assessments that validly measure content knowledge without being confounded by language demands. Participants review sample assessments and identify language barriers, then redesign them to be more language-fair. After this lesson, participants can design and implement assessments that fairly measure content knowledge for multilingual learners.

Lesson 14. Family and community language partnership

This lesson focuses on engaging multilingual families in their children's learning. Participants learn about research on family engagement and its impact on language development and academic success. The lesson presents strategies for building partnerships with families who speak languages other than German, including translated materials, multilingual parent-teacher conferences, family literacy programmes and community language resources. Participants examine case studies of successful family engagement programmes in German schools. After this lesson, participants can develop and implement strategies for engaging multilingual families as partners in language and content learning.

Lesson 15. Building a school language-education concept

This culminating lesson guides participants in developing a whole-school Sprachbildungskonzept (language-education concept). Participants learn the components of an effective concept, including needs assessment, goals, measures, roles and responsibilities, and evaluation. The lesson presents examples of school language-education concepts from different Länder. Participants work in school teams or individually to draft a concept for their own school, identifying priority areas and concrete next steps. After this lesson, participants can lead the development or review of a school language-education concept that aligns with the KMK 2019 recommendation and Land frameworks.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.