DFK Study – A Multiperspective Study on German Language Support

In the 2018/19 school year, Austria introduced the language support model of German support classes (DFK). The model provides for separate schooling for children with "deficient German language skills" in German support courses for six hours per week, and for children with "insufficient German language skills" in German support classes for 15 to 20 hours per week.

The introduction of German support classes has been widely criticized, as this model contradicts evidence-based findings on language development support, promotes social exclusion, and is difficult to organize within schools. Furthermore, the German support classes were implemented without a prior pilot phase and without evaluating their effectiveness

For the 2026/27 school year, the Ministry of Education has announced a legislative change regarding language support. From this point forward, schools will be able to design German language support autonomously. They have the choice between the previous model (German support courses and classes) and a school-autonomous solution, where the scope and organization of separate German support hours are determined by the school itself (see: Weiterentwickeltes Modell der Deutschförderung).

MULTI-PERS I and II 

The multi-perspective study on German support classes I (MULTI-PERS I; project duration: 01.01.2022–31.12.2025; funded by the Austrian Science Fund (FWF); project number: P 35113-G; funding DOI: 10.55776/P35113) was the first large-scale research project to comprehensively investigate German support classes in Austria, addressing a politically and socially relevant topic. The project specifically aimed to analyze the academic, linguistic, and socio-emotional development of students in German support classes and courses.

The multi-perspective study on German support classes II (MULTI-PERS II; project duration: 01.01.2026–31.12.2028; funded by the Austrian Science Fund (FWF); project number: PAT3380124) is an important follow-up project to MULTI-PERS I and follows the participating students until the end of their primary school years. It examines the long-term effects of different German language support measures on children's academic, linguistic, and social development. The focus is on the perspectives of various stakeholders – students, legal guardians, teachers, school principals, and representatives of the educational administration – as well as on the question of which conditions lead to particularly successful language support. In doing so, particular consideration is given to the further developed model of German language support (more Autonomy), which will be implemented from the 2026/27 school year onwards.