Unlike the schools, however, there are no official sources for higher education statistics, so we had to fall back on polls at Russian universities. As a matter of fact the importance of German as an immigrant language is actually declining. The Goethe-Institut Cameroon prepares course participants specifically for studies in Germany. In general, the number of German learners is growing outside of universities as well, among adults and in the non-scholastic educational sector. The number of German learners has gone up, especially in Egyptian schools.
Institutions involved in the survey
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You can complete the translation of Beginn des given by the German-English Collins dictionary with other dictionaries: More people are learning German in Poland than in any other country in the world. All told, Poland has 2. Poland and Germany are closely intertwined in economic and cultural respects as well as in terms of civil society. The wide range of existing exchange programmes, scholarships, higher education opportunities and greater career prospects in German companies in Poland or Germany significantly boosts the motivation to learn German.
Reviewing the trend in recent history, German underwent a rapid upswing in the s, starting with 1. In view of the demographic trend in Poland, this enormous increase was not a matter of course. The Polish education system is beginning to suffer from a pronounced demographic decline.
It is estimated that the population will decrease from about 38 million in to 36 million by This trend is having far-reaching consequences, including the closing-down of educational establishments, particularly in economically underdeveloped and rural areas, and a drop in the number of teaching staff.
Under these difficult circumstances, however, German has kept a steady hold on its second place in foreign language learning: The Polish school system has undergone widespread reforms in recent years, including the requirement of a second mandatory foreign language, from which German has benefited most.
English took its place as first foreign language several years ago. Furthermore, Polish schools have been given more freedom with regard to scheduling. School principals are making the most of that in the wake of rapidly diminishing enrolment. The demand from parents and pupils and the resulting shifts in the curriculum often tend towards reinforcing the first foreign language, mathematics and natural sciences, which are important for intermediate exams in Polish secondary schools.
German skills are excellent wherever German is learnt as the first foreign language at Polish schools, but on the whole rather mediocre due to the often small number of hours per week allotted for the teaching of a second foreign language. On the other hand, a large number of hours per week are set aside for the second foreign language at schools specializing in foreign language instruction, including those receiving assistance and support from the ZfA, where pupils can qualify for the KMK Level II DSD II German language certificate, as well as at bilingual schools.
The demographic decline has not failed to leave its mark on Polish universities either. Enrolment is down in every subject. The vast majority of them 87, are learning German as an elective, while 9, students are enrolled in German studies.
The DAAD assists German instruction at Polish universities through a network of 20 lectureships and 5 language assistantships. The Goethe-Instituts in Poland have noted a trend in their language courses: A further increase in the number of German learners in Poland does not seem attainable at the moment since school enrolment is plummeting due to the demographic trend and since German as a foreign language, with its high relative share of learners, has probably reached a saturation limit for the time being.
The close ties based on the partnership between Germany and France have given rise to a great many joint initiatives in schools and higher education. The French education system fosters multilingualism and free choice of foreign languages at school. Close to 1 million pupils are currently learning German in French schools: From to , the number of secondary school pupils learning German dropped by roughly one third in favour of English and Spanish, but it has remained stable since then.
The so-called classes bilangues, a project launched in by the French Ministry of Education in which, starting in the first year of secondary school, pupils learn English and German simultaneously, have considerably helped to stabilize the situation. Evaluations show that a significant number of the pupils in these classes are more successful in learning foreign languages than those learning only one foreign language. Since the Goethe-Institut has been developing teaching materials for these classes on its website and providing pointers on how English and German teachers can work together to generate synergies.
There are a wide range of reasons for choosing German: Moreover, classes in which German is taught are still often regarded as the stronger classes. Pupils with an immigrant background also see the choice of German as conferring the advantage of a superior social status. A booklet setting forth good arguments for learning German is annually updated and distributed to all French schools in cooperation with the French Ministry of Education.
In close to 35, pupils took the test at about 2, schools. In , the first Franco-German training programme was launched at a vocational school in Bordeaux. A great many mobility programmes within the framework of vocational education and countless exchange opportunities offer an additional incentive for choosing German as a foreign language, as does the wide range of programmes at the Franco-German University.
With over 40 lectureships, the DAAD fosters German studies programmes and German language tuition at French universities, as well as the teaching of other subjects relating to Germany through subject-specific lectureships. Various factors retirement, increased demand etc.
The French Ministry of Education have now taken steps to remedy the situation, carrying out additional selection processes and hiring over supplementary German teachers. The Goethe-Institut is increasingly involved in providing advanced training to new teachers.
With a view to developing early learning of the partner language, the Franco-German Agenda provides for the establishment of bilingual day-care centres by The position of the German language in the Russian Federation has been stable for about three years: The absolute figures, however, have further decreased since the last survey in All in all, some 1. The number of schoolchildren learning German has dropped from 1. The reasons for this decline are manifold.
School structures are rapidly changing, especially in rural areas: The number of schools offering tuition in German as a foreign language has gone down from about 22, in to a mere 16, now. More and more urban schools are joining the trend towards English as the first foreign language.
Furthermore, there are roughly a thousand school twinnings between Germany and Russia, which quite significantly foster dialogue between young people in the two countries. Now in the past, pupils are not required to learn a second foreign language at Russian schools, though it is recommended under the new educational standards.
Against this backdrop, the figures for German as a second foreign language are showing an upwards trend. The winners here are the scientifically-geared universities, the losers are clearly the underfunded liberal arts universities.
This is currently leading to a drastic downsizing of German and other language and literature departments and to a decline in the number of students majoring in German, compounded by a marked reduction in state-funded places for students to do German studies. To counteract this downwards trend, the DAAD is providing significant support for German studies at Russian universities in the form of 35 lectureships at present and a great many projects.
Unlike the schools, however, there are no official sources for higher education statistics, so we had to fall back on polls at Russian universities. Over the new few years, the figures are likely to hold steady at this level assuming the prevailing conditions remain unchanged.
That will necessitate increased efforts, however, in the area of basic and advanced German teacher training to ensure that there will be a sufficient pool of new teachers, for one thing, and to safeguard the quality of instruction, for another. So all our partner and intermediary organizations have agreed to make efforts to promote professional and academic orientation towards German teaching in secondary and higher education with a view to bolstering motivation to learn German and counteracting the downward trend of the figures in the public education system.
German remains the third most popular foreign language at American high schools and universities. Viewed in terms of the number of German language programmes and population growth in the US, however, German is tending to lose ground. Our observation of the trend of German as a foreign language in the US shows that interest in learning the language depends on geopolitical and socioeconomic factors.
German descent, which up to the end of World War I virtually guaranteed that children would learn the language of their parents and grandparents, hardly figures at all since then in choosing which foreign language to study.
Teaching foreign languages, moreover, is not a high priority of US scholastic and educational policy. More intensive language acquisition is possible in some immersive programmes and Saturday schools.
The absolute number of German learners at American schools has remained stable at about , pupils since the last survey in So after Spanish 6. Concomitantly, due to across-the-board budget cuts at state and local levels, a great many German programmes have been discontinued now that fewer schools can afford language programmes.
This development is compounded by ever-increasing competition from other languages, such as Chinese. At many of the remaining schools that do offer German, on the other hand, there are more pupils taking German classes now than five years ago. German programmes are offered where some interest in German instruction exists, particularly among the parents. The value of advanced training programmes for German teachers should not be underestimated, as they are vital to fostering the next generation of German teachers.
The situation in higher education has to be regarded in nuanced terms. Of the roughly 21 million students currently enrolled in American colleges and universities, a little over 96, are learning German, about 8, are enrolled in German studies and about 88, in elective language courses. This represents a 2. However, the number of German learners compared to the overall number of all foreign language learners in US higher education is dwindling from Unfortunately, the German language is likely to continue to face mounting competition from other foreign languages offered at US colleges and universities in the foreseeable future.
The importance of German instruction offered in higher education curricula lies chiefly in the circumstance that graduates of most higher education programmes in the US are required to have taken two years of college-level foreign language courses, which makes German an elective requirement for the majority of German learners. In higher education the DAAD pursues a two-pronged strategy for German as a foreign language, which includes direct and indirect measures to promote German e.
The statistical trend of German learning in Brazil is positive in every respect. Young adults in particular are increasingly coming to realize that foreign language skills markedly improve their career prospects in a globalized world economy.
Furthermore, foreign language acquisition is bolstered by an interest in academic cooperation as well as by the presence of German companies in Brazil. All in all, roughly , people in Brazil are learning German. German speakers in areas with considerable German immigration are a special feature of the country. But this has only a slight impact on the current positive trend in the number of German learners.
As a matter of fact the importance of German as an immigrant language is actually declining. Most German learners roughly 10, at university take German as an elective. This clearly indicates an interest in learning languages for specific purposes and a striving for international access in higher education.
In its first phase from to , this scholarship programme brought over 4, undergraduate and graduate students to Germany, all of whom must acquire certified German language skills.
The universities cannot meet all of this demand owing to a shortage of qualified teachers. The figures in adult education have nearly doubled. More than 42, Brazilian adults are now learning German. The huge demand is attributable to a general boom in education, for one thing, as well as the demand for German instruction at universities, for another. On the whole, interest in language courses has grown markedly in recent years. This goes for German, too, for the above-mentioned reasons.
Students account for by far the largest group of participants in German courses outside of universities as well. Besides improved language skills, which are important for the subject-matter of their studies e. This factor has substantially grown in importance lately, partly in view of the large enrolment figures 4.
The main challenge in promoting German as a foreign language here is still to consolidate the substantially increased demand through effective skills-improvement and advanced training programmes for German teachers and through the structural expansion of language and scholarship offers for German learners.
The activities of the DAAD, the Goethe-Institut and the ZfA, in the areas of promoting the German language and German studies, training German teachers at universities, and further training of German teachers through specific measures of assistance, fit together quite sensibly here.
This will provide an opportunity to sustainably consolidate the growing interest in German. The underlying factors and causes of this steadily mounting interest are manifold. Generally speaking, education traditionally rates high in Chinese society.
German is, after Japanese, one of the most popular second foreign languages in China. All told, a little under 45, students are learning German today, and they can essentially be broken down into two main groups.
One group learn German in language courses, as a minor, elective or compulsory subject or as a course chosen in the theoretical part of their vocational training. The other group comprise students of German studies, graduates of training programmes for interpreters or studies focusing on Germany in combination with another subject.
The growth in German learners is also reflected in the rising number of German studies departments: The number of students in German studies programmes is currently estimated at 22, Chinese students are now the largest group of foreign students in Germany: In close to 9, Chinese applicants took the test of German as a foreign language, which is recognized by all German universities as proof of language proficiency for admission to higher education.
At Chinese middle schools, German is now, after English, the most widely learned European foreign language, and tending further upward.