structural characteristics of a focus school first School in the deprived area Wedding
The Wedding is one of the "social hot spots" of Berlin, that distinguishes this area in comparison to the suburbs by a particularly unfavorable social structure. From the data of the most recently published Sozialstrukturatlasses and the results of State Statistical Office Berlin gives the following picture: The Wedding currently live 152 684 people, with the rate of non-German nationals at 33.3 per cent [1] focuses the spatial distribution of migrants, for example, the Leopoldtplatz (38.9. %), the Humboldt Hain (38.1%) and health well (30.2%). [2] The largest group of non-German origin are nationals of Turkey, the Republic of Poland and the countries of former Yugoslavia. [3] About 25.7 percent of the residents of that neighborhood people are affected by unemployment. [4] One in three (35.1%) can not in education or a vocational training show [5], so the risk of poverty within this group is particularly large. By the end of 2005 approximately one in six reported in Wedding residents on transfers from the Social Welfare Office had advised that a third of them children below the age of 18. [6] The proportion of people with a net disposable income below the poverty threshold in this quarter at 27 percent. [ 7] which are particularly affected families with three or more children [8] under 18, migrants [9].
Because of these adverse social data (high unemployment, educational deficits, income poverty) is an increasing segregation (segregation of the population) of the district of Wedding in the inner city district of Mitte observed. The influx of economically and socially vulnerable Households continues, reverse subtract education and high-income residents. This is accompanied by a further deterioration of the social structure that has amounted to the Wedding in the years between 1995 and 2002, some eight percentage points. To stop this trend and reverse, the Berlin Senate has under the existing since 1999, federal-state program - decided [10] the establishment of the district management [11] This is the first "Districts with special development needs, the Social City". a limited period to 2006, to certain areas of the city [12] limited pilot project to reform the urban renewal policy is aimed at.
The Neighbourhood Management measures the schools of central importance to the revitalization and positive development of socio-economically disadvantaged areas. Because many schools are "not only as a place of pure knowledge, but increasingly as places where social and communication skills are learned and implemented" [13]. One of the key strategies of expertise include the opening of the school and the elementary schools.
"school opening means that the school both internally for new forms, methods and content of teaching and externally to the district, to the living environment around the school and thus also for the cooperation with youth services, with companies, associations and other local actors in the area opens. But often developed their own school programs of the schools that belong to the social catchment area of the student body and are derived from the expectations and needs on the ground and not only from the general education goals. "[14]
language support means that" the language competence greater support for migrant children [is] to break the link between non-German origin, learning disabilities, low qualifications and inadequate access to education and jobs "[15]. The Herbert Hoover High School [16], that the district management [17] for the area around the Pankstraße / Reinickendorfer road works closely to these key strategies is committed. It responds to the ideas of the new Berlin School Act [18], which contains the legal basis for the modernization of the Berlin education.
The seven reform proposals specifically include "measures to effectively promote education of disadvantaged children, especially children and young people with migration background" [19], a standard and a general improvement of language competence. An important focus of the reforms, which form the "new model school" is a broad-based liberalization the schools dar. With more independence and autonomy they should be able to respond flexibly and effectively to changes in the academic, social and family relationships. With its expanded and legally secure freedom of action, the schools are encouraged to integrate non-formal actors, especially the families of the students in the education process.
second Cultural capital of families
schools often reflect the social reality of their catchment area. The same applies to the Herbert Hoover High School, taught at the 370 pupils [20] who speak more than twelve different native languages, be. The vast majority of children and young people come from families with an immigrant background (90.8%) [21] and learn German as a second language (target language). The focus of this school is therefore in the support and promotion of German language skills. The placement of the target language and the expertise is complicated by an array of difficulties, which are closely related to the family and economic circumstances of families. Many students have advanced in spite of the weaknesses in teaching German language, and therefore also in the respective expertise. A continuation of current school experiment, with the language skills of seventh graders in Biology is determined in various Berlin schools and compared, confirmed this assessment. [22] This is not the main problem in teaching. Rather it is the general conditions of social and linguistic integration, and contextual features of the school and its classes, which affect the educational performance of immigrant children essential.
The teachers of the Herbert Hoover High School teaching mostly immigrant children from poorly educated and economically disadvantaged backgrounds. Many families belong in the third-generation transfers from the state (social assistance or unemployment benefit II). Along [23] with these socio-economic position of parents is a social withdrawal, reinforced by cultural and religious barriers to integration. The children and young people moving in everyday life in a predominantly homogeneous residential and linguistic situation. The origin of language dominates the family communication that is both primary language of communication in the immediate neighborhood. The cultural capital [24] of the family is poor because they lack both a basic understanding of personal education and the need for economic capital. Against this background, it is for parents "is often difficult to give adequate support to the young and thus the child effectively in the learning process outside the school to assist [25]. They also have insufficient knowledge of German, as could be found repeatedly in the parent calls, it can be assumed that "they offer their children in school life is little Help" [26].
Since the "familial primary education decisive influence on the formation of cultural capital" has [27], children internalize the adverse prognosis variables. This internalization affects the language skills, what the educational benefits "directly and indirectly" bound [28]. The "Children of Immigrants Longitudinal Study (CILS), a large-scale panel study on the integration process of the second generation of immigrants in the U.S. [29], and the data of the Programme for International Student Assessment (PISA) [30] confirm these relationships.
From the reanalysis of the CILS data set shows that the second language competence (L2) of the parents read their children's performance is hardly affected. No impact on reading performance in everyday use have also experienced the mother tongue (L1). "There is strong negative effect on reading achievement in school is against it, especially when children communicate with their parents in the language of the country of origin." [31] Moreover, the data of the CILS, that "from the (daily) L2 skills is a very strong independent effect on reading performance at school starts. "[32] In a similar finding, the data show the first international comparison of PISA. For the next survey (PISA 2003) results in the finding that the use of the target language in "everyday does not come automatically with the length of stay [33]. This phenomenon affects in particular children and young people of Turkish origin, who, though born in Germany to speak, in comparison to other nationality groups, the German language on a normal day. Their language and technical skills (math) JURISDICTION therefore at a level "which is a successful Further learning in education and employment can seem at risk "[34]. A possible as to the language and school performance control of the family and migration biographical backgrounds of Turkish families has so far failed (or have not been made) [35].
third Ethno-linguistic concentration
The children and young people who are taught at the Herbert Hoover High School to speak, far more than twelve different native languages. Of the total of 370 students have 61.35% different from the German nationality. This includes 25 pupils who legally connected with a State of the Asian continent are (countries of origin: Lebanon, Republic of Palestine, Afghanistan, Pakistan). Of the 336 students of non-German native language have 32.44% of German nationality. In relation to the total school population there are only 34 students who speak German as their mother tongue. Children and young people of Turkish origin are the largest group of students.
The linguistic diversity of the student body is reflected in the composition of individual schools. The teachers teach the classes have students who speak 8:00 to 10:00 different mother languages. The number of German children and adolescents in the 14 schools is extremely low. A language support at least one of the numerically dominant at this school native languages (L1) does not occur. The language teaching focuses so exclusively on the acquisition of the target language (L2), supplemented by learning programs in English and French.
The forecast variable here preceded by the Herbert Hoover High School, resulting from the contextual features of this school and its classes are for the target language acquisition of children and young people with immigrant background is very unfavorable. In the international research literature is dominated by the perception that ethnic or linguistic concentrations generally detrimental to the acquisition impact of a target language. This finding resulted initially from studies on the spatial organization of ethnic groups and the possible impact on the language acquisition. Among the most significant results of this study include the observed "interaction effects of ethnic concentration with other factors relevant to language learning" [36]. Therefore reinforce "significantly" for the purchase of the target language adverse circumstances from the migration biography (length of stay, age at migration, socio-economic status and cultural capital), provided that the person or family at the same time embedded in an ethnically concentrated neighborhood are [37].
The effects of ethno-linguistic levels of language acquisition, which occur in areas with a high proportion of migrants in the population occurred, also on at schools where under-represented children and adolescents with the L2 well as family language are. [38] At the level of service to the ethnic composition of a school effect does this have adversely affected if the proportion of students with immigrant backgrounds far more than 40 percent. [39] This structural feature is of paramount importance because it is the realization of the integration possibilities of migrant children played a decisive role. For students, in everyday life and in the school with little local children and young people come into contact, not only in language acquisition, but also with other educational and training opportunities massively disadvantaged. In this context, special show support measures for language development "additional" effects, but a "compensating for the lack of opportunities in life they can hardly offer" [40].
strengthened the composition of the student body regarding their socio-economic status that occur during ethno-linguistic levels adverse effects when the students come mainly from underprivileged social classes. Scientific analysis, which decipher the specific composition within this dominant processes, There is not, however. In the research literature therefore dominate hypotheses relating to the "school resources, aspects of learning and social climate, normative influences of the peer group, expectations and behavior of teachers' and the support of the parents [41].
Given the education reality Germany, these approaches, however, in the right direction. The German school system is famous for its well known since the PISA study has been criticized in the international practice of "social inequality in educational inequality and to translate the social inheritance legitimize privileges by school success appears as the result of individual performance and talent "[42]. The losers of these "institutional discrimination" [43] Families are the designated in accordance with the category scheme of Erikson, Goldthorpe and Portocarero (EGP, 1979) (four) lower service classes (class IV: Self-employed, low-skilled professionals, class V-VI: skilled workers, workers with supervisory responsibilities, employees in manual occupations, Class VII. on and unskilled workers) [44] also includes children and young people from immigrant backgrounds, who often come from working households.
students with immigrant backgrounds are So in many ways a disadvantage if they - due to selection - attend schools that have an above the limit concentration of immigrant children and is the major part of the student body on top of that from low-income and educationally disadvantaged families. To reverse the unfavorable standing in this context, interaction effects, there must be adequate mixing ratios in the schools and classrooms. To reach this recommendation educational researchers who conclude, without dissent because of their studies that "ethno-linguistic concentrations and the concentrations covarying therefore usually much lower status children (and the associated effects on the learning environment and Lerneffiziens) one of the key causes of ethnic differences in school (language) are benefits "[45].
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[1] reporting legally registered residents at the place of main residence in the Statistical areas from mid-30 June 2005 by age group and nationality. Berlin Statistics Office, Vital Statistics, Berlin 2005
[2] reporting legally registered resident / foreigner in the place of the main dwelling on in selected areas of Statistics, Berlin 1 January 2004. Jürgen Paffhausen, Foreigners in Berlin 2004 - a small spatial Consideration, in: Statistical monthly, Berliner Statistics, State Statistical Office Issue 7 / 2005 , 227
[3] Rainer Oliger / Ulrich Raiser, Integration and Migration in Berlin. Facts and Figures, statistical report of the Commissioner of the Berlin Senate for Integration and Migration, Günter Piening , 31 March 2005
[4] Senate Department for Health, Social Affairs and Consumer Protection, Social Structure Atlas Berlin 2003 - Summary , Berlin 2004
[5] "For Berlin can be observed as a whole, 21% of men and 24% of women and 20% of Germans and 44% of foreigners have not completed vocational training. "Ibid.
[6] Ibid.
[7] Statistical Office of Berlin, poverty and social inequality in Berlin , Berlin 2003
[8] Berlin can be observed as a whole, "Over half of households with three or more children under 18 (51, 6 percent) have an income below the poverty line, in households with two children at this age it is a quarter (24.6 percent). Single-parent households with children under 18 living in poverty to 27.8 percent ... In children under three years, the proportion of the poor in 31.4 percent among adolescents aged 15 to 18 years at 26.7 percent. "Ibid.
[9] For Berlin can be observed as a whole, "the head of the household has (now the caregiver) is a German citizen, then these households a poverty rate of 11.5 percent. If the caregiver is a foreign national, then this figure is 36.0 percent. "Ibid.
[10] federal-state program: Districts with Special Development Needs - the Social City
[11] House of Representatives, report to develop a citywide Strategy to defuse social conflicts are particularly congested neighborhoods, Action Programme "Urban Integration" - 1 Level - and social-oriented urban development: establishment of integrated district procedures - Neighbourhood management - in areas with special development needs, Printed Matter 13/4001
[12] The following areas of the Wedding are included in this integrative district procedures: Sparrplatz, Magdeburger Platz, Soldiner -/Wollankstraße and Reinickendorfer-/Pankstraße. See
[13] Social City - strategies for the social city, experiences and perspectives - Implementation of the federal-state program Districts with Special Development Needs - the Social City , German Institute of Urban Affairs in 2003
[14] Ibid.
[15] Ibid.
[16] home of the Herbert Hoover High School
[17] district management Pankstraße
[18] See Berlin Senate Administration for Education, Youth and Sports, Education Act of Berlin - ensuring quality, strengthen self-responsibility , educational opportunities, improve , Berlin 7 / 2004
[19] See the opinion of the Standing Conference to the results of PISA 2003 of 6 December 2004
[20] See Berlin Senate Administration for Education, Youth and Sport: school quality and organization of the Herbert Hoover High School
[21] Ibid.
[22] A publication for details and results of the pilot is currently being prepared rides.
[23] See Jörg Lau, German lessons, in: DIE ZEIT 06/2006
[24] The concept of cultural capital comes from the French social philosopher Pierre Bourdieu. He differentiated the cultural capital objectified state (books, Painting, art, machinery, etc.), incorporated state (empowerment and forms of knowledge that each stakeholder may acquire self-responsible commitment) and institutionalized state (education and vocational degrees and academic titles). In contrast to the objectified cultural capital that can be acquired through internal capital and resold, the incorporated cultural capital is tied to the initiative of the agent and an integral part of his individuality. Exclusive criterion of the possible gain competence is the necessary time. With the incorporated cultural capital may be associated the legalization of cultural capital when it recognized qualifications are possible and are also sought. The institutionalized cultural capital allows finally the holder to convert the acquired cultural capital into economic capital. See Mark fescue, Pierre Bourdieu imposing, Hamburg 1995, p. 83ff.
[25] Cornelia Kristen, Ethnic differences in the German school system , in: From Politics and History, poor education, Bonn B21-22/2003, p. 31
[26] Ibid.
[27] Markus fescue, Pierre Bourdieu imposing, cited above, p. 85
[28] "Despite an almost excessive abundance of, especially small and sporadic, studies of educational situation of migrant children, it is still missing a large extent on systematic empirical research on the relationship of language, academic achievement and school success, if only because hardly even the language skills acquired or the relevant background variables are controlled "Hartmut Esser, migration, language and integration -. AKI Research Review 4 , Programme on Intercultural Conflicts and Societal Integration (AKI) / Science Center Berlin (WZB) 01/2006, p. 65
[29] See Center for Migration and Development (CMD), The Children of Immigrants Longitudinal Study (CILS) , see Hartmut Esser, migration, language and integration - AKI Research Review 4, cited above, p. 104
[30] See Max-Planck-Institute for Human Development, Programme for International Student Assessment (PISA 2000) ; see, Leibniz Institute for Science Education (IPN), Programme for International Student Assessment (PISA 2003)
[31] Hartmut Esser, migration, language and integration - AKI Research Review 4, cited above, p. 67
[32] Ibid. "Those students who speak in their daily lives outside school, the German language (or the local language) show in all areas perform better." Cornelia Kristen, Ethnic differences in the German school system, cited above, p. 30.
[33] Manfred Prenzel / Jürgen Baumert / Werner Blum / Rainer Lehmann / Detlev Leutner / Michael Neubrand / Reinhard Pekrun / Jürgen Rost / Schiefele Ulrich (Eds.), PISA 2003: Results of the second country comparison - summary , Kiel 2005, p. 34
[34] Ibid.
show [35] "In-depth analysis that reduce differences in the opportunities of participation in education, where the social layer of the families is monitored. Comparing young people with the same reading, no discrimination of young people from immigrant families is no longer detectable. "Cordula Arteaga / Jürgen Baumert / Eckhard Klieme / Michael Neubrand / Manfred Prenzel / Ulrich Schiefele / Wolfgang Schneider / Gundel Schümer / Petra Stanat / Klaus-Jürgen Tillmann / Manfred Weiss (eds.), PISA 2000 - Summary of key findings , Max-Planck-Institute for Human Development, Berlin 2001, p. 38; see Hartmut Esser, migration, language and integration - AKI Research Review 4, cited above, p. 67
[36] Hartmut Esser, migration, language and integration - AKI Research Review 4, cited above, p. 33
[37] See ibid.
[38] See Petra Stanat, school performance of adolescents with immigrant backgrounds: the role of the composition of the student body , in: Jürgen Baumert / Petra Stanat / Rainer Watermann (Eds.), home-related disparities in education: differential educational processes and problems of distributive justice. -depth analysis in PISA 2000, Wiesbaden 2005, p. 51-80; see Cornelia Kristen, primary school, secondary school or high school? Ethnic differences on the first Educational transition, Cologne Journal of Sociology and Social Psychology 54, No. 3 / 2002, p. 476-505, S.534-552nd
[39] reached Stanat in their analysis, on data from the national expansion of the PISA sample (PISA-E) by students of the 9th Grade level are based in Germany, concluded that in "Schools with an immigrant share of 40 percent or more of the performance disadvantage particularly pronounced. Therefore achieved adolescents in schools, speak at least 40 percent of students not German at home, almost 25 points lower in the PISA reading test than comparable young people in schools with an immigrant share of less than 5 percent. This difference corresponds to a power deficit of about one year, "Petra Stanat, school performance of adolescents with immigrant backgrounds, cited above, p. 67f; see Hartmut Esser, migration, language and integration - AKI Research Review 4, aa O. ., p. 69
[40] Cornelia Kristen, Ethnic differences in the German school system, cited above, p. 32
[41] Petra Stanat, school performance of adolescents with immigrant backgrounds, cited above, p. 74
[42] Wolfgang Boettcher, Social selection and education reform, in: From Politics and History, education reforms , Bonn 12/2005, p. 7
[43] See Mechtild Gomolla, Institutional discrimination in education and training system, in: Rudolf Leiprecht / Anne Kerber (Eds.), school in the immigrant community. A manual, Schwalbach, 2005, 97-109
[44] Gundel Schümer, Social background, schooling and school achievement of adolescents from immigrant families. results of the OECD PISA 2000, in: Social Services Department Munich, conference program of education and equal opportunities 2002, Munich 2003
[45] Hartmut Esser, migration, language and integration - AKI Research Review 4, cited above, p. 70
