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KA201 - Strategic Partnerships for School Education
The Universal Language of Mathematics (2018-1-TR01-KA201-059704)

fathers to their children's learning development and also strengthens their parenting and parenting
skills. Parents are addressed as experts in educating their children and learning their family/origin
languages. The work is supported by and with the parents through the backpack school materials, which
give the parents suggestions for daily changing activities with their children. The connection to the
school is a condition for the execution of the program. Here, in class teaching, the linguistic education
in the German language takes place parallel to the teaching of the origin language and the thematic
work in the parent group. The school and parents’ network and develop an education and training
partnership that brings together the competences and the development potential of all those involved
and facilitates the migration-sensitive, intercultural opening of the school. To sum up, the package
involves parent materials and exercise sheets for the family language work of the parents with the girls
and boys at home and deals with teaching materials for class plus language teaching involving exercises,
tasks and activities for continuous language education. Overall, introductory materials for preparation,
organisation and implementation of the program with suggestions for practical implementation are used.
Even material for volunteers who help parents to prepare their work in the group of parents is included.
Therefore, renewal and project topics are provided. The outcome targets a better connection between
parents and their children’s course of education while easier taking part in it.

Good Practice 3: Finally, additional qualifications for German as a foreign language for teachers and
the teaching personnel in primary and secondary schools as well as for adult education and vocational
schools are already obligatory in eleven teaching and learning universities in North Rhine-Westphalia.
Nevertheless, also existing teachers are able to achieve the additional qualification by finishing with a
certificate. The “Training initiative German as a second language” is shortened “DaZ” (Deutsch als
Zweitsprache) (Ministerium für Innovation, Wissenschaft und Forschung des Landes NRW 2019). For
example, the University of Paderborn has embedded DaZ courses in their curriculum even before the
Master courses. The university uses the term DaZ in two different ways: “Deutsch als Zweitsprache”
(German as Second Language) or “Deutsch für Schülerinnen und Schüler mit Zuwanderungsgeschichte”
(German for Pupils with Migration History). In University of Paderborn’s “Bachelor of Education” DaZ
courses are separated into seminars and lectures for those who are going to teach languages and those
who are not. pupils necessarily have to render skills for example in the lecture “"Introduction to the
subject 'German as a Second Language (DaZ)'” and the seminar “Diagnosis and Assistance” to be
equipped for children who have problems with or in the national language. In this way, future teachers
understand that the specific culture is an important factor for all learners in school. In the courses, the
pupils learn to deal better with refugee pupils and children with a migration background. This equips
them to better understand difficulties and offer possibilities for an easier integration into the school
system. The following reproduction visualizes the distinct provisions in examination regulations of the
University of Paderborn. (University of Paderborn: Lehramtsstudiengänge 2019) The fundamental profile
of the DaZ courses is similarly added to the courses of studies for all future teachers, from teaching in
primary schools to high and vocational schools. (The following scheme depicts how the course of studies
for cultural diversity looks alike. Although these courses are initially voluntary for prospective teachers
and need to be evaluated and developed further, they have yet to become firmly established in practice.
nevertheless, this example shows that many places have recognized the importance of training teachers
to teach a language-sensitive curriculum with a diverse student body.

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