Fight for better education: How the 102nd elementary school promotes integration

Fight for better education: How the 102nd elementary school promotes integration

Things are lively in the 102nd elementary school in Dresden today. Classes in German as a second language (DaZ) have begun, and the 25 students with a migrant background are full of drive and motivation. The atmosphere in the classroom is lively as the teacher asks about the date and the children actively participate. The aim of this intensive language support is for the students to be integrated into regular lessons and graded after one year of German language teaching. An ambitious plan, but one that raises concerns.

Headmaster Kathrin Keßler expresses her concerns about the shortened preparation phase from two to one year. She points out that this circumstance could have a negative impact on the students' language skills and thus on their school careers. Her views are shared by other education experts, such as Kathrin Schmidt from the 93rd primary school, who also questions the quality of integration into regular lessons. According to a recently published IQB report, things are looking good for Saxony's students in mathematics, biology, chemistry and physics, but performance has declined sharply since 2018. Students from immigrant families in particular show significant skills disadvantages.

Focus on integration and language support

Geometry and the recognition of shapes such as triangles are on the curriculum in German language lessons. Teachers face a dilemma: how can they fairly evaluate students with different language skills? Uta Hanke from the evening high school emphasizes how important German is as a language of education. Sonja Hannemann, head of the Johannstädter Gymnasium, notes that many intelligent students cannot achieve the desired results due to their limited language skills. The concerns about less and less time for language training are therefore not unfounded.

In order to address these problems in schools, Keßler calls for more integration and targeted language support. In fact, the proportion of migrants in Dresden schools is around 22%, and at the 102nd primary school around 60% of the students need German language teaching. She also emphasizes the need for better social mix in the city and more resources for “problem schools”. These demands are being discussed while the 102nd primary school receives funds from the federal government's Start Opportunities program, while the Free State's subsidies are declining.

In the context of these challenges in the educational landscape, it becomes clear how important it is not to lose sight of young people, regardless of their background. Especially in a city like Dresden, where the diversity of cultures is increasing, schools and politics must work together to create optimal educational opportunities for everyone. This discussion will remain relevant and it remains to be seen what measures will be taken in the coming months to meet the needs of this group of students.