DFK Studie - Eine multiperspektivische Studie zu den Deutschförderklassen

Publikationen

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

Erste Ergebnisse aus Deutschförderklassen in Wiener Mittelschulen (Oktober 2024)

Publikationen aus MULTI-PERS I und II

  • 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 & Education, 1–17. https://doi-org.uaccess.univie.ac.at/10.1080/15348458.2026.2667264
  • 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.
  • Hassani, S., & Schwab, S. (2025). Language Support and Institutional Discrimination: Insights into School Leaders’ Experiences. Journal of Language, Identity & Education, 1–14. https://doi-org.uaccess.univie.ac.at/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. https://doi.org/10.1016/j.ssaho.2025.101984
  • 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
  • Schwab, S., Lüftenegger, M., & Hassani, S. (2025). Legitimacy, effectiveness, and feasibility of language pull-out classes – assessing in-service teachers’ attitudes towards segregated language support. International Journal of Inclusive Education, 1–17.  https://doi.org/10.1080/13603116.2025.2546921
  • Woltran, F., Pozas, M., & Schwab, S. (2025). Microcosm of Multilingualism: Examining Language Sensitivity Through an In-Depth Case Study. Peabody Journal of Education, 1–15. https://doi.org/10.1080/0161956X.2025.2535920
  • Hassani, S., & Schwab, S. (2025). Critical Insight Into the Professional Identity of Teachers in Language-Support Classes. Peabody Journal of Education, 1–14. https://doi.org/10.1080/0161956X.2025.2539619
  • Schwab, S., & Hassani, S. (2025). Attitudes Towards Pull-out Language Support Classes Questionnaire (ALSC). https://doi.org/10.25365/phaidra.672
  • 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, 1–20. https://doi.org./10.1080/14790718.2025.2480797
  • Öztürk, N., Woltran, F., & Schwab, S. (2025). Learning in segregated settings: Opportunities and barriers addressed in elementary students’ lived experiences. Language and Education, 1–18. https://doi.org/10.1080/09500782.2025.2468763
  • Schwab, S. & Güneşli, H. (2025). Monolingual habitus through the lens of multilingual parents. Journal of Multilingual and Multicultural Development, 1-17. https://doi.org/10.1080/01434632.2025.2455985
  • Woltran, F., & Schwab, S. (2025). Divided by language: A systematic review of teacher views in segregated language learning settings. Teaching and Teacher Education, 156, 104939. https://doi.org/10.1016/j.tate.2025.104939
  • 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. https://doi.org/10.1080/15562948.2024.2433515
  • Woltran, F. & Schwab, S. (2024). 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
  • Woltran, F., Hassani, S., & Schwab, S. (2024). German Language Support in Austria: Feasibility, Effectiveness and Legitimacy from the Perspective of Public Administration. Language and Education, 1–18. https://doi.org/10.1080/09500782.2024.2371403
  • Öztürk, N., Hassani, S., & Schwab, S. (2024). Insights into Students’ Experiences of Social Inclusion and Exclusion during Attending Language Pull-out Classes. International Journal of Inclusive Education, 1-14. https://doi.org/10.1080/13603116.2024.2367537
  • Woltran, F., Hassani, S. & Schwab, S. (2023). Schooling of Refugee Students from Ukraine in Austria and its Risk for Creating Educational Inequity. Journal of Language, Identity and Education, https://doi.org/10.1080/15348458.2023.2275741
  • Schwab, S., Resch, K., Gitschthaler, M., Hassani, S., Latzko, D., Peter, A. & Walczuch, S. (2023): From Policy to Practice: How Schools Implement German Language Support Policy in Austria. Current Issues in Language Planning, https://doi.org/10.1080/14664208.2023.2269726
  • Schwab, S. & Schweiger, H. (2023). Eminence-based instead of evidence-based. On the creation of educational barriers using the example of German language support classes. In: IDB (ed.) (2023). Analyses of discrimination in the Austrian education system. Report 2022. pp. 52-60.  https://diskriminierungsfrei.at/wp-content/uploads/2023/06/IDB_Jahresbericht-2022.pdf

Weiterführende Publikationen

  • 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. The Language Learning Journal, 1–16. https://doi.org/10.1080/09571736.2025.2471490
  • Gitschthaler, M., Erling, E. J., & Schwab, S. (2024): Segregation or Integration? German Language Support Teachers’ Beliefs about ‘Ideal’ Language Support Models in Austria, Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2024.2301990
  • 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, https://doi.org/10.1080/14675986.2023.2180487
  • 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
  • Gitschthaler, M., Kast, J., Corazza, R, & Schwab, S. (2021a). Resources for Inclusive Education in Austria: An Insight into the Perception of Teachers. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education: Vol. 15. Resourcing Inclusive Education (pp. 67-88). Bingley: Emerald.
  • Gitschthaler, M., Kast, J., Corazza, R. & Schwab, S. (2021b). Inclusion of Multilingual Students-Teachers’ Perceptions on Language Support Models. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.2011439
  • Kast, J. & Schwab, S. (2020). Teachers' and Parents' Attitudes towards Inclusion of Pupils with a First Language other than the Language of Instruction. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1837267

Medienauftritte - 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 17. März). “Guten Morgen Österreich” [TV Interview], ORF, Wien, Österreich. Guten Morgen Österreich vom 17.03.2026 - ORF ON