Multilingualism and education in Germany

7/30/2019 Multilingualism and education in Germany

1/8

Multilingualism & Education in Germany

G.L.M. Damen, 2009 1

TER M PAPE R

MULTILINGUALISM & EDUCATION IN GERMANY

G.L.M. Damen

Faculty of Humanities, University of Tilburg, the Netherlands

This paper is written within the framework of my premaster program International Communication

at the University of Tilburg and deals with multilingualism and education in Germany. In about three

months my assignment was to analyze and evaluate by means of (recent) literature and research

the German educational bilingual policy and practise. In this surrounding several questions

needed to be answered:

- What is the context of the situation?- What languages are being spoken and do they have a place in the curriculum?- What is the prevalent ideology towards minority languages?- What type of approach is taken by schools in relation to bilingual programs?

What are their characteristics? What are their contextual factors? What kind of problems are encountered by schools and policy makers?

This paper gives a literature review of the answers on the questions mentioned above; the topics

will be clarified in the same order. At the end there is a discussion concerning the literature review

and the opinion I have formed towards the German educational bilingual policy and practise.


2/8



1. GENERAL INFORMATION

In the following paragraphs some general facts of Germany and its citizens will be described. Also the languages spoken and

the prevalent ideology towards these languages will be exhaled. After that, I will discuss some typical characteristics of the

country, that are important to mention for the context of this paper further on.

1.1 Federal republic of Germany

Germany consists of 16 states which are controlled by one central government. However, this government does not control

the country in its whole. That is to state that the states have plenty legal power; therefore Germany can be seen as a so

called federal state. Consequently, each state has its own government and can set out its own policies concerning the

organization of the education and the content of the curriculum. However, the tripartite structure1 of the educational system,

developed by the central government, has to be valued (Federalisme in Duitsland, 2006).

1.2 Population and their languages

By the end of 2008, Germany had 82.002.400 citizens (Statistisches Bundesamt Deutschland, 2008). Within this population,

there are about 15.3 million Personen mit Migrationshintergrund2. This term is frequently used in Germany, because it is

believed that this group of the population consists of three major subgroups, as follows:

1. all people, who immigrated to Germany and live there;2. all people, who are originally from another country, but were born in Germany;3. all people, who have the German nationality, but have at least one parent, who immigrated to Germany and lives

there or who is originally from another country, but was born in Germany (Statistisches Bundesamt Deutschland,

n.d.).

They are mainly refugees from World War II, guest workers or asylum-seekers, other refugees, seasonal workers or illegal

persons.

Standard German is the official language in the German society and in the curriculum at school. Though, there are 72 other

languages being spoken in Germany; 44 of them are being spoken by Personen mit Migrationshintergrund. The main

language of these 44 is, par excellence, Turkish (2.110.0003). Other primary immigrant minority languages are Croatian

(652.000) and Italian (548.000). Some others are Dutch, English, Greek, Northern Kurdish, Russian and Spanish

(Ethnologue, Languages of the World, 2009).

The 28 indigenous languages are being spoken by national minorities and include among others Bavarian, Danish, Frisian,

Klsch, Limburgisch, Mainfrnkisch, Plautdietsch, Polish, Romani and Saxon (Ethnologue, Languages of the World, 2009).

Some of these languages, Danish and Frisian for example, are protected and supported since 1992. Therefore the

languages will remain as a traditionally aspect of the cultural heritage of the relevant minority group (European Charter for

Regional or Minority Languages, n.d.).

1 Primarstufe (6-11), Sekundarstufe (11-18), Tertirbereich (18-22) (Wikipedia, 2009)2 People with an immigrant background/immigrant minority groups3 Number of speakers of the language


3/8



1.3 Languages and their place in the curriculum

Standard German is obligated as a subject in the curriculum. As a result of a definition by Oomen-Welke and Schmitt (1998),

who explain that: the school subject German is divided into four working areas or programmes of study: Oral

communication, Written communication, Literature and other texts and Reflection about language (p. 141), it could be

said that Standard German, as a subject in the curriculum, focuses on both the development of Basic Interpersonal

Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) (Baker, 2006). By working on these four

working areas, students will acquire deeper levels of the German language proficiency. In relation, this is also good for their

social-cultural development.

Apart from Standard German, also foreign languages have their place in the curriculum. Though, there is a division between

the tuition in foreign languages with a high status and those with a low status. Being bilingual in languages with a high status

is definitely appreciated in Germany; especially if someone is able to speak in English and/or French. Therefore, these and

some other modern foreign languages, Spanish for example, are offered as foreign language courses in schools. However,

the bilingualism ofPersonen mit Migrationshintergrund from mainly non-European countries is not valued. Their bilingualism

is called social bilingualism instead of cultural bilingualism (Oomen-Welke & Schmitt, 1998, p. 143) and is related to

people lower in rank, status and ability. Therefore, these immigrant minority languages are not regularly taught as a subject

in the curriculum. Principally, their tuition depends on the attitude of the states towards immigrant minority groups and their

languages and, in relation, their intention to take these languages in into the curriculum; it is thus a political game.

In relation with the indigenous languages, these children and students also have to learn speaking Standard German. They

are only allowed to speak their dialect in the early grades; afterwards Standard German is the norm. However, teaching

Danish as a mother tongue is an exception for those who live on the boundary between Germany and Denmark in Jtland(Oomen-Welke & Schmitt, 1998).

1.4 Nationalism and immigration

To place the German ideology towards minority languages and bilingual programs in the right perspective, nationalism as a

significant characteristic of the German history will be discussed first. Namely, nationalism has an immense high status in

Germany. In Nation-State Building and Cultural Diversity in Germany it is defined as:

Beginning as a predominantly cultural movement with some notions of the superiority of the Germans as a

people or nation based on their cultural and linguistic unity, including the idea of their historic mission it turned

into a political issue soon with progressive as well as discriminatory aspects (Amling & Georgi, n.d., p. 35-36).

Thus, German nationalism overlaps with the superiority of races and the behaviour of Germans and German politicians

towards other cultures.

Since 1900, this idea was the start for the creation of a German nation. In relation, nowadays, the integration and

immigration policy still depends on this traditional concept. In this, Germany uses the principle of ius sanguinis, the right of

blood, what comes down to the fact that someone is called a German, because he can prove he is originally from a German

ancestor (Vermeulen, 1997). Thus, different groups in the society are legally defined with different rights. Therefore,

integration in the German society isnt easy at all.


4/8



Apart from this, integration is not easy, because, regarding the Nation-State concept, Germany closes her eyes for immigrant

minority groups and the formulation of a decent immigration policy. Namely, the German politicians were always convinced

that Personen mit Migrationshintergrundwould not stay in Germany for long and that they, therefore, did not have to take

measures to provide these Personen mit Migrationshintergrund. Though, there is no other country in the West of Europe thatreaches Germans amount of immigrants. This discrepancy between the government, who denies to be an immigration

country, and the de facto immigration, is called the single most enduring puzzle in the German immigration debate (Joppke,

1999, p. 62).

1.4.1 German ideologies

The German policy towards integration can be seen as both ethnic and assimilation. Regarding her history, Germany

encourages an ethnic ideology; the principle ofius sanguinis underlies this. However, because of the huge amount of

immigrant groups it is almost impossible to ask for full linguistic and cultural assimilation. Therefore, the assimilation ideology

fits German better. Within this perspective, the central government defines integration as a process of adaption to the

country. Personen mit Migrationshintergrundcan compete in the German society when they are used to the German norms,

values and general habits; enclosed conditions are the respect for the German culture and the German fundamental law, the

acquisition of the basic principles of the German language, the release of extreme religious ideas and the integration into the

German education. Assimilation has thus to be acquired on several areas which are all tools to acquire German political

ideals (Vermeulen, 1997).

2. BILINGUAL PROGRAMS

The socio-historical, cultural and political factors, as mentioned above, determine the ideology towards minority languages.

In general, countries who disseminate an ethnic state policy, encourage submersion; where an assimilation state policy has

two major bilingual education programs: submersion and transitional bilingual education (Yamur, 2009) .

2.1 Type of approach taken by the states

First of all, submersion education can be characterized as the idea of a language minority student thrown into the deep and

expected to learn to swim as quickly as possible without the help of floats or special swimming lessons (Baker, 2006, p.

216). States who do not take any measures regarding the teaching of immigrant minority children use this type of approach.

This is thus: immigrant minority children who attend the regular education system where German is served as the dominant

language and the children are not allowed to speak or develop their mother tongue. Besides, the multilingual preparatory

classes, set up for immigrant minority children with several backgrounds until the age of six, are also an example of

submersion education. Their aim is to learn children sufficient German so they will cope in the regular curriculum (Oomen-

Welke & Schmitt, 1998).

Though, transitional bilingual education differs from submersion education, because children and students are allowed to use

their mother tongue in the classroom. Thus, states do take measures regarding the needs of immigrant minority children.


5/8



There are several examples to be discussed briefly. First of all, there are homogenous preparatory classes. These classes

are comparable to the multilingual preparatory classes and arise to learn children until the age of six sufficient German

through their mother tongue so they will cope in the regular curriculum. The Open Model is another example of transitional

bilingual education. This model aims to teach children in their mother tongue in the first ten year of their education;

afterwards, the main languages becomes Standard German. However, from the start of their education, Standard German istaught as a subject in the curriculum. Further, there are bilingual trials. These classes expect children first to learn all

subjects through their mother tongue and the German language. Later, Standard German becomes the sole medium of

instruction and their mother tongue is taught as a foreign language. The additional non-German classes on the other hand

only teach children through their mother tongue. These classes aim to develop both the mother tongue and the cultural

heritage. A final example are the traditional bilingual classes and schools who offer transitional bilingual education, which

mainly provide for the bilingual education of languages with a high status (Oomen-Welke & Schmitt, 1998).

2.3 Characteristics of the programs

The following tables4 are frameworks for defining the success of submersion education (table 1) and transitional bilingual

education (table 2); program characteristics are the input for the success and performance of a student, which are supported

by several contextual factors (Yamur, 2009).

FRAMEWORK SUBMERSION EDUCATION

Program characteristics Instruction predominantly in L2, fluent German speaking teacher, childrens need for additional support lessons in all

subjects and social help, implicit/explicit stereotyping differences, sanction the use of L1

Students performance Language development: negative cognitive development, inadequate proficiency in L2, lack of sufficiency in both L1

and L2 (low Threshold), non-participation, drop-outs, demotivation, decrease of interest into the study

Social development: adaptation and integration problems, different socialization patters could lead to

misunderstandings, negative social-emotional development (lower self-esteem, frustration, stress, disaffection, etc.),

separation according to nationality, culture shock, no lasting students contacts

Contextual characteristics Students characteristics: different study skills, self-confidence

Home characteristics: different home language, no optimal living conditions, low-economic status, low-schooling,

parents inadequate proficiency in L2, gap between home and school culture

School characteristics: negative language policy towards minority languages, ignore/neglect L1, discrimination,

stereotyping differences, low expectations for minority children, peer pressures, pressure to fit in

Situational factors: nation state principles, feelings of being excluded, prejudices in the media, subtractive environment

Table 1: framework for the success of submersion education

Because of the rejection of the mother tongue, the inadequacy in the German language and a subtractive environment,

children in submersion education suffer from negative language and cognitive development and social-emotional problems.

Besides that, also poor home characteristics, different study skills or a lack of self-confidence can contribute to the negative

performance of students. Thus, submersion education omits the needs of immigrant minority children.

4 The content of the tables is based on the information, obtained in the lectures by Dr. K. Yamur (University of Tilburg, September 2009 December 2009).


6/8



FRAMEWORK TRANSITIONAL BILINGUAL EDUCATION

Program characteristics Bilingual teachers, subjects being taught in both L1 and L2, extra teaching and social help can be necessary for just a

significant number of children, employment of foreign teachers, only official languages are taught, mother tongue

teaching should be built into the regular curriculum, integrative approach, educate children for one world; co-operation

between immigrant and German teachers

Students performance Language development: positive cognitive development, adequate proficiency in L2, gain sufficiency in both L1 and L2(high Threshold), participation, improve motivation, increase interest in study

Social development: accelerate adaptation and integration, positive social-emotional development (higher self-esteem,

affection, friends, etc.), feeling of belonging to the society, positive development of a cultural identity, intercultural peer

relations, preparing for professional work abroad

Contextual characteristics Students characteristics: different study skills, self-confidence

Home characteristics: different home language, no optimal living conditions, low-economic status, low-schooling,

parents inadequate proficiency in L2

School characteristics: positive language policy towards minority languages, no pressure to fit in, no peer pressures

Situational factors: nation state principles, prejudices in the media, additive environment

Table 2: framework for the success of transitional bilingual education

Instead of the negative outcomes of submersion education, transitional bilingual education has positive outcomes. Teaching

children in their mother tongue has a positive effect on their emotional, language and cognitive development. When children

become competent in both L1 and L2, they can acquire the top floor of the Threshold, which means that they are balanced

bilinguals (Baker, 2006). In this case, bilingualism also heightens childrens achievement along the curriculum whereby

cognitive development raises. Further transitional bilingual education has social advantages; with this an additive

environment is necessary to reach not only the social, but also the linguistic advantages.

2.4 Problems by schools and policy makers

Concerning the development of bilingual programs, there are some problems encountered by schools and by policy makers.

First of all, Oomen-Welke & Schmitt (1998) cite that there is a shortage of teachers of German in the regular school system

(p. 151). The cause lies within the fact that Germany is a significant compulsory subject throughout the schools of all the

states in Germany. It thus seems to be difficult to constitute the required amount of well-trained teachers.

Secondly, a problem by school is the fact that most of the mother tongue teachers, Turkish teachers for example, are not

trained in Germany. Because of this, they have sufficient knowledge of their countries of origin, including the language,

rather than knowledge of the German nation, culture or language. From a social-political and educational view it thus would

be better if these teachers were trained and retrained in Germany. In relation, it would be preferable if these non-German

mother tongue teachers will become bilingual in both their mother tongue and Standard German (Oomen-Welke & Schmitt,

1998; Yamur, 2009).

Finally, the globalization of the world sets pressure on countries to obligate all citizens to understand each other. This means

that, in this case, Germany should acquire citizens not only to be fluent in German, but also to understand other common


7/8



languages. Therefore, bilingualism for both languages with a high and a low status should be encouraged whereby all

languages gather about an equally high status (Oomen-Welke & Schmitt, 1998).

Discussion

As we have seen, Germany is a country with a significant high linguistic and cultural diversity. Though, in reality, German

policies seem to lack dealing with an accurate immigration and integration policy and therefore, with multilingualism and

education in the German society. Namely, different groups in the German society are legally defined with different legal

rights. Therefore, the needs of immigrant minority groups, especially of those with a low status, are neglected.

However, in my opinion, concerning the globalization of the world, German politicians should no longer deny the linguistic

and cultural diversity in their country. A negative approach can result in negative language and social-emotional

development, whereby possibilities to assimilate into the German society can be affected.

Thus, regarding multilingualism and education, future prospects in the states should consider equal opportunities for

immigrant minority children as German children to attend school. This should result in more standard bilingual programs for

immigrant minority children to attend. Namely, as we have seen, bilingual education has positive outcomes and can realize

that children who are, regarding their age, competent in both L1 and L2 possess mainly positive language and cognitive

development as well as social-emotional development. And thus, regarding the assimilation ideology, political aims

concerning integration and adaption of language and cultural identity could be acquired.

However, the exact type of bilingual education needs to be well thought. It needs to look at the conditions under which

different forms of bilingual education become more or less successful (Baker, 2006, p. 288). In order to raise the quality of

these trials I would like to cite some significant features to be considered: properly training of teachers in both the German as

the foreign languages, an additive environment, support of teachers towards immigrant minority children, extra teaching

opportunities, appropriate teaching materials and facilities and no discrimination or stereotyping. In relation, the states should

reflect the legitimacy and the general respect towards immigration minority children and bilingual education.

References

Amling, S. & Georgi, F. (n.d.). Nation-State Building and Cultural Diversity in Germany. Retrieved December 11, 2009 from

http://blogsocinova.fcsh.unl.pt/djustino/files/Germany.pdf

Baker, C. (2006). Foundations of Bilingual Education and Bilingualism (4th ed.). Bristol: Multilingual Matters.

Federalisme in Duitsland. (2006). In Duitslandweb. Retrieved December 11, 2009, from

http://www.duitslandweb.nl/naslagwerk/Politiek+en+Staatsinrichting/Federalisme

Joppke, C. (1999). Immigration and the Nation-State: The United States, Germany and Great-Britain. Retrieved from:

http://books.google.nl/books?id=ih-

WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1

Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-

m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=false

Lewis, M. Paul (ed.). (2009). Ethnologue: Languages of the World. Retrieved from:
http://blogsocinova.fcsh.unl.pt/djustino/files/Germany.pdfhttp://blogsocinova.fcsh.unl.pt/djustino/files/Germany.pdfhttp://www.duitslandweb.nl/naslagwerk/Politiek+en+Staatsinrichting/Federalismehttp://www.duitslandweb.nl/naslagwerk/Politiek+en+Staatsinrichting/Federalismehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://books.google.nl/books?id=ih-WRR_EHkUC&pg=PA62&lpg=PA62&dq=joppke+discrepancy&source=bl&ots=mrUbtU3DCJ&sig=WsK3bfPIHd7e1Y8qaagnVMZgEpA&hl=nl&ei=3JUiS8OtAcbi-Qayy-m1Bg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAgQ6AEwAA#v=onepage&q=&f=falsehttp://www.duitslandweb.nl/naslagwerk/Politiek+en+Staatsinrichting/Federalismehttp://blogsocinova.fcsh.unl.pt/djustino/files/Germany.pdf


8/8



http://www.ethnologue.com/show_country.asp?name=DE

Oomen-Welke, I., & Schmitt, G. (1998). Teaching the Mother Tongue in Germany. In W. Tulasiewicz & A. Adams (Eds.),

Teaching the Mother Tongue in a Multilingual Europe (pp.137 -152). London: Conthuum.

Realschule. (n.d.). Retrieved December 11, 2009, from Wikipedia:

http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-

quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&

w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq

%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1

Statistisches Bundesamt Deutschland. (n.d.).Auslndische Bevlkerung. Retrieved December 11, 2009, from

http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationInt

egration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psml

Statistisches Bundesamt Deutschland. (n.d.). Bevlkerungsstand. Retrieved December 11, 2009, from

http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelke

rungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2

Vermeulen, H. (1997). Immigrantenbeleid voor de multiculturele samenleving: integratie- taal- en religiebeleid voor

immigranten in vijf West-Europese landen. Retrieved from:

http://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwij

s+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=false

European Charter for Regional or Minority Languages. (n.d.). Retrieved December 11, 2009, from Wikipedia:

http://en.wikipedia.org/wiki/European_Charter_for_Regional_or_Minority_Languages

Yamur, K. (2009). Course Documents Multilingualism and Education. Tilburg: University of Tilburg.
http://www.ethnologue.com/show_country.asp?name=DEhttp://www.ethnologue.com/show_country.asp?name=DEhttp://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationIntegration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psmlhttp://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationIntegration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psmlhttp://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationIntegration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psmlhttp://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelkerungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelkerungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelkerungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2http://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwijs+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=falsehttp://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwijs+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=falsehttp://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwijs+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=falsehttp://en.wikipedia.org/wiki/European_Charter_for_Regional_or_Minority_Languageshttp://en.wikipedia.org/wiki/European_Charter_for_Regional_or_Minority_Languageshttp://en.wikipedia.org/wiki/European_Charter_for_Regional_or_Minority_Languageshttp://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwijs+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=falsehttp://books.google.nl/books?hl=nl&lr=&id=EQAPQ0rQsmcC&oi=fnd&pg=PA1&dq=kenmerken+meertalig+onderwijs+duitsland&ots=fnlrd5HGTx&sig=wVzeh5rn99ufhDtDOf6sdtvH0zo#v=onepage&q=&f=falsehttp://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelkerungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Navigation/Statistiken/Bevoelkerung/Bevoelkerungsstand/Bevoelkerungsstand.psml;jsessionid=64557E96768CC28733E1F4545A8DCA8D.internet2http://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationIntegration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psmlhttp://www.destatis.de/jetspeed/portal/cms/Sites/destatis/Internet/DE/Content/Statistiken/Bevoelkerung/MigrationIntegration/AuslaendischeBevoelkerung/Aktuell,templateId=renderPrint.psmlhttp://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://images.google.nl/imgres?imgurl=http://upload.wikimedia.org/wikipedia/commons/thumb/5/50/Deutsches_Bildungssystem-quer.svg/600px-Deutsches_Bildungssystem-quer.svg.png&imgrefurl=http://nl.wikipedia.org/wiki/Realschule&usg=__BlCc6OIJlhri6xFUI7z2SJZG7D8=&h=196&w=600&sz=31&hl=nl&start=18&um=1&itbs=1&tbnid=hY3rhaswuFt8YM:&tbnh=44&tbnw=135&prev=/images%3Fq%3Donderwijssysteem%2Bduitsland%26ndsp%3D18%26hl%3Dnl%26sa%3DN%26um%3D1http://www.ethnologue.com/show_country.asp?name=DE