DFK Study – A Multiperspective Study on German Language Support

Publications

Zettel mit ausgedruckten Publikationen zum Thema Deutschförderung.
KI-generiertes Bild (Software Nano Banana) von Lama Al Minski

First results from German support classes in Viennese secondary schools (October 2024)

Publications from MULTI-PERS I and II

2026

  • Peter, A., Ender, A., Busch, B., & Schwab, S. (2026). Developing Multilingual Repertoires—Children’s Lived Experience of Language (Un)Friendly Learning Contexts. Journal of Language, Identity, and Education, 1–17. doi.org/10.1080/15348458.2026.2667264
  • Schwab, S., & Güneşli, H. (2026). Monolingual habitus through the lens of multilingual parents. Journal of Multilingual and Multicultural Development, 47(4), 2101–2117. https://doi.org/10.1080/01434632.2025.2455985
  • Schwab, S., Lüftenegger, M., & Hassani, S. (2026). Legitimacy, effectiveness, and feasibility of language pull-out classes - assessing in-service teachers’ attitudes towards segregated language support. International Journal of Inclusive Education, 30(7), 1558–1574. https://doi.org/10.1080/13603116.2025.2546921
  • Woltran, F., Kandil, F., & Schwab, S. (2026). Sprachförderung in integrativen und segregierten Kontexten: Eine Fallstudie zur Berücksichtigung von Mehrsprachigkeit im Unterricht. Erziehung & Unterricht, 1-2, 146-159.
  • Woltran, F., Schwab, S., & Roth McDuffie, A. (2026). Unequal partnerships? School expectations imposed on parents with migration biographies in Austria. Teaching and Teacher Education, 181, 1. doi.org/10.1016/j.tate.2026.105672

2025

  • Hassani, S., & Schwab, S. (2025). Language Support and Institutional Discrimination: Insights into School Leaders’ Experiences. Journal of Language, Identity, and Education, 1–14. doi.org/10.1080/15348458.2025.2563603
  • Hassani, S., & Schwab, S. (2025). Attitudes towards integrative and pull-out language support measures – insights into Austrian primary school students’ perceptions. Social Sciences & Humanities Open, 12, 101984. doi.org/10.1016/j.ssaho.2025.101984
  • Hassani, S., & Schwab, S. (2025). Critical Insight Into the Professional Identity of Teachers in Language-Support Classes. Peabody Journal of Education, 100(4), 453–466. doi.org/10.1080/0161956X.2025.2539619
  • Hassani, S., Zupan, K., Vaughn, M., & Schwab, S. (2025). Teachers’ perspectives towards German language learning for multilingual pupils in pull-out classes. International Journal of Multilingualism, 22(4), 2662–2681. https://doi.org/10.1080/14790718.2025.2480797
  • Öztürk, N., Hassani, S., & Schwab, S. (2025). Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes. International Journal of Inclusive Education, 29(14), 2549–2562. https://doi.org/10.1080/13603116.2024.2367537
  • Öztürk, N., Woltran, F., & Schwab, S. (2025). Learning in segregated settings: opportunities and barriers addressed in elementary students’ lived experiences. Language and Education, 39(6), 1416–1433. https://doi.org/10.1080/09500782.2025.2468763
  • Schwab, S., & Hassani, S. (2025). Attitudes Towards Pull-out Language Support Classes Questionnaire (ALSC). https://doi.org/10.25365/phaidra.672
  • Woltran, F., Hassani, S., & Schwab, S. (2025). German language support in Austria: feasibility, effectiveness and legitimacy from the perspective of public administration. Language and Education, 39(4), 1021–1038. doi.org/10.1080/09500782.2024.2371403
  • Woltran, F., Hassani, S., & Schwab, S. (2025). Schooling of Refugee Students from Ukraine in Austria and Its Risk for Creating Educational Inequity. Journal of Language, Identity, and Education, 24(5), 1122–1137. https://doi.org/10.1080/15348458.2023.2275741
  • Woltran, F., Pozas, M., & Schwab, S. (2025). Microcosm of Multilingualism: Examining Language Sensitivity Through an In-Depth Case Study. Peabody Journal of Education, 100(4), 467–481. doi.org/10.1080/0161956X.2025.2535920
  • Woltran, F. & Schwab, S. (2025). Language as a distinguishing feature or common ground? A participatory study on manifestations of intergroup relations in the lived experiences of multilingual students. Linguistics and Education 85(1). https://doi.org/10.1016/j.linged.2024.101379

2024

  • Schwab, S., Resch, K., Gitschthaler, M., Hassani, S., Latzko, D., Peter, A. & Walczuch, S. (2024). From Policy to Practice: How Schools Implement German Language Support Policy in Austria. Current Issues in Language Planning, 25 (2), 176-192. https://doi.org/10.1080/14664208.2023.2269726
  • Woltran, F., Hassani, S., & Schwab, S. (2024). Pull-Out Classes for Newly Arrived Students from Ukraine – An Obstacle to Social Inclusion. Journal of Immigrant & Refugee Studies, 1–13. doi.org/10.1080/15562948.2024.2433515

2023

  • Schwab, S., & Schweiger, H. (2023). Eminenzbasiert statt evidenzbasiert: Zur Erschaffung von Bildungsbarrieren am Beispiel der Deutschförderklassen. in Analysen zu Diskriminierung im österreichischen Bildungswesen: Bericht 2022 (S. 52-60). diskriminierungsfrei.at/der-idb-jahresbericht-2022-ist-da

Further publications

2025

  • Gitschthaler, M., Erling, E. J., & Schwab, S. (2025). Segregation or Integration? German language support teachers’ beliefs about “ideal” language support models in Austria. Journal of Multilingual and Multicultural Development, 46(8), 2553–2568. doi.org/10.1080/01434632.2024.2301990
  • Hassani, S., Schwab, S., Resch, K., & Gitschthaler, M. (2025). A mixed-methods study of teachers’ experiences of using a standardised language screening to test multilingual students in Austrian schools. Language Learning Journal, 1–16. doi.org/10.1080/09571736.2025.2471490
  • Resch, K., & Latzko, D. (2025). Moving up or moving on? Educational pathways of students in German language support classes in Austria. International Journal of Inclusive Education, 1–14. https://doi.org/10.1080/13603116.2025.2555402

2024

  • Gitschthaler, M., Kast, J., Corazza, R., & Schwab, S. (2024). Inclusion of multilingual students-teachers’ perceptions on language support models. International Journal of Inclusive Education, 28(9), 1664–1683. doi.org/10.1080/13603116.2021.2011439

2023

  • Kast, J., & Schwab, S. (2023). Teachers’ and parents’ attitudes towards inclusion of pupils with a first language other than the language of instruction. International Journal of Inclusive Education, 27(2), 221–240. doi.org/10.1080/13603116.2020.1837267
  • Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools. Intercultural Education (London, England), 34(3), 288–304. https://doi.org/10.1080/14675986.2023.2180487

2022

  • Erling, E. J., Gitschthaler, M., & Schwab, S. (2022). Is Segregated Language Support Fit for Purpose? Insights from German Language Support Classes in Austria. European Journal of Educational Research, 11(1), 573–586. https://doi.org/10.12973/EU-JER.11.1.573
  • Gitschthaler, M., Erling, E. J., Stefan, K., & Schwab, S. (2022). Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers’ Perceptions of Barriers to Distance Learning. Frontiers in Psychology, 13, 805530. https://doi.org/10.3389/fpsyg.2022.805530

2021

  • Gitschthaler, M., Kast, J., Corazza, R., Schwab, S., Goldan, J., Lambrecht, J., & Loreman, T. (2021). Resources for Inclusive Education in Austria: An Insight Into the Perception of Teachers. In Resourcing Inclusive Education (Vol. 15, pp. 67–88). Emerald Publishing Limited. doi.org/10.1108/S1479-363620210000015007

Media Appearances - TV, Audio, Print & Events

Susanne Schwab:

Schwab, S. (2026, 19. März). „Aufzeigen, bitte! – Der Bildungs-Podcast“ von Julia Malle (Die Grünen Wien)” [Podcast Interview], Wien, Österreich. https://open.spotify.com/episode/69gLfgH7XYlMQLC5YOHQfe?si=GkilKJUCTN-jC_iB6-SpPQ

Schwab, S. (2026, 25. Februar). „Handyverbot, Latein, Sommerschule: Was hat ein Jahr pinke Bildungspolitik wirklich gebracht?” [Interview]. Der Standard. Wien, Österreich. Österreich.https://www.derstandard.at/story/3000000309759/handyverbot-latein-sommerschule-was-hat-ein-jahr-pinke-bildungspolitik-wirklich-gebracht

Schwab, S. (2026, 22. Februar). „Bildung: Sechs Jahre Volksschule statt vier? Das macht absolut Sinn?” [Interview]. Der Falter. Wien, Österreich. https://www.falter.at/zeitung/20260217/sechs-jahre-volksschule-statt-vier-das-macht-absolut-sinn

Schwab, S. (2026, 22. Februar). „ZIB 2 - Wiederkehr wünscht sich sechsjährige Volksschule” [TV Interview], ORF, Wien, Österreich. https://on.orf.at/video/14312261/zib-2-vom-22022026

Schwab, S. (2026, 11. Februar). „Bildungsforscherin bewertet neues Volksschulmodell” [TV Interview], ORF, Wien, Österreich. https://on.orf.at/video/14311054/guten-morgen-oesterreich-vom-12022026

Schwab, S. (2026, 11. Februar). „Volksschule statt 4 bald 6 Jahre lang?! Von der UniWien erklärt uns Bildungsexpertin Susanne Schwab die Vor & Nachteile” [TV Interview], PLUS 4, Wien, Österreich. https://www.joyn.at/play/compilation/cafe-puls/6-statt-4-jahre-volksschule-macht-das-sinn

Schwab, S. (2026, 12. Januar).  „Was sollen wir lernen, wenn sich alles ändert?“ [Podiumsdiskussion]. Podiumsdiskussion zur Semesterfrage, Universität Wien, Österreich. 

Schwab, S. (2025, 04. November). „Wir reproduzieren Ungleichheit“ – über Deutschförderklassen und Sommerschule [Interview]. Profil. Wien, Österreich.

Schwab, S. (2025, 26. August). Deutschdefizite in der Schule: „Wir fangen viel zu spät mit dem Fördern an“ [Interview]. Salzburger Nachrichten. Salzburg, Österreich. https://www.profil.at/oesterreich/wir-reproduzieren-ungleichheit-bildungsforscherin-susanne-schwab-ueber-deutschfoerderklassen/403077636

Flora Woltran: 

Woltran, F. (2026 23. April).  “Guten Morgen Österreich” [TV Interview], ORF, Wien, Österreich. 

Woltran, F. (2026 17. März). “Guten Morgen Österreich” [TV Interview], ORF, Wien, Österreich.