Bożena Cudak - 30.10.2016 12:01

Wie sind Bildungsmöglichkeiten in deinem Land im Vergleich zu diesen im Globalen Süden?

Bożena Cudak - 01.01.2017 15:16

Hier findet ihr den Artikel „Pinocchio, ein Junge aus Holz, der nicht zur Schule wollte...” von Diego und Iris, LSP Assisi/Italy

Pinocchio,ein Junge aus Holz,der nicht zur Schule wollte..

by Diego Luna and Iris Subashi,LSP Assisi/Italy

Pinocchio von Carlo Collodi wurde 1883 geschrieben. Die gleichnamige Geschichte handelt von einer hölzernen Marionette namens Pinocchio. Dieser Junge aus Holz verbringt seine ganze Kindheit in der Hoffnung, ein echter Junge zu werden, wird aber von furchtbaren Schülern und zwei Konkurrenten (der Katze und dem Fuchs) vom rechten Weg abgebracht. Durch seine Abenteuer versteht er aber, wie trotzig und naiv er war. Am Ende der Geschichte siegen sein Mitleid und seine Dankbarkeit über seine falschen Entscheidungen.

Obwohl Pinocchio Recht von Unrecht unterscheiden kann, entscheidet er sich, nicht zu gehorchen. Pinocchio beschließt, nicht auf Gepetto, seinen Vater, zu hören, und ist mit Konsequenzen konfrontiert, die ihn später in der Geschichte beeinflussen werden, einschließlich der Zeiten, in denen er die Schule schwänzt? Pinocchio besucht stattdessen das Marionettenspiel und riskiert dort sein Leben; er riskiert nämlich, Feuerholz zu werden. Während seiner Reise ins Spielzeugland versäumt er für Monate die Schule.  Pinocchio soll wieder nach Hause gehen, das sagt ihm seine gute Fee in der Nacht, als er ins Spielzeugland läuft, aber er will nicht gehorchen, er kehrt nicht zurück. Nach ein paar Monaten dieses trägen Verhaltens verwandeln sich Pinocchio und sein Freund Lucignolo in  zwei Esel und werden verkauft. Pinocchio wird dann von Konkurrenten gefangen. Seine Schwäche ist seine naive Einstellung gegenüber den anderen. Als Pinocchio sich im Wald verliert, wird er von einem angeblich lahmen Fuchs und einer blinden Katze angesprochen. Sie erfahren von Pinocchio selbst, dass er Münzen in der Tasche hat. Der Fuchs und die Katze tun, als seien sie blind und lahm. Sie bitten Pinocchio, mit ihnen in eine Herberge zu kommen. Als Pinocchio aufwacht, wird ihm vom Leiter gesagt, dass der Fuchs und die Katze weggegangen sind. Pinocchio geht in den Wald zurück und wird von Attentätern angegriffen, die eigentlich der Fuchs und die Katze sind. Seine Naivität kostet ihm fast sein Leben, als er am Ast eines Baumes hängt. Pinocchio wird von Lucignolo überzeugt, dass das Spielzeugland Spaß macht. Am Ende der Geschichte gibt Pinocchio seine Ersparnisse in Münzen an seine Fee, die krank im Krankenhaus liegt. Pinocchio hat eine gute Handllung gemacht und soll wegen seiner  Großzügigkeit gegenüber der Fee ein echter Junge werden.

Pinocchio ist ein Beispiel für die Probleme, die ein Jugendlicher während seiner Jugend überwinden muss. Die Marionette kümmert sich nicht um die anderen Jungs, die nicht zur Schule gehen können und  wegen seiner schlechten Freunde befindet er sich in großen Schwierigkeiten.

Wir sind auch Jugendliche, die oft keine große Motivation für die Schule haben, wie Pinocchio, aber wir müssen uns des  Glücks bewußt werden, diese Möglichkeit zu haben; viele Altersgenossen aus armen Ländern können sich das nicht leisten, zum Beispiel weil ihre Schule zu weit von ihrem Haus entfernt ist.

Kinga Dębowska - 05.01.2017 22:21

Ich stimme zu, dass man die Möglichkeit der Ausbildung hochschätzen soll. Wir alle haben etwas von Pinocchio, Reisen und Freiheit versuchen uns, das Abenteuer scheint viel interessanter als die Schule zu sein. Die meisten von uns nehmen gewöhnlich die Schule als "Muss", das man nicht gerne ausübt. Sie denken nicht an die Zukunft und leben "für heute", wollen möglichst viel von Leben ziehen und genießen, statt sich anzustrengen. Sie bemerken nicht, dass alles, was sie jetzt erreichen, im großen Grade ihren Zukunftsberuf beeinflußt. Man sollte diesen  erklären, dass es besser wäre, wenn sie sich statt über die Schule zu beklagen, fleißig zu lernen beginnen. Nicht alle haben nähmlich solche Gelegenheit. Dank seiner guten Tat wurde Pinocchio endlich zu einem echten Jungen, worüber er ganze Zeit geträumt hat. Hoffentlich werden wir uns mithilfe der Schule gut entwickeln und dadurch erfüllen sich unsere Zukunftsträume.

Bożena Cudak - 09.01.2017 10:47

Was meint Romina Sheshori, LSP Assisi, Italy über das Bildungsrecht der Menschen auf der ganzen Welt findet ihr in ihrem Artikel „Recht auf Bildung”.

Recht auf Bildung

by Romina Sheshori, LSP Assisi/Italy

Es ist eine Tatsache, dass Bildung ein grundlegendes Menschenrecht ist, das notwendig ist, um alle anderen Menschenrechte ausüben zu können. Auf der Welt kann 17% der Erwachsenen nicht lesen, darunter sind leider noch viele Frauen. Frauen und Mädchen, die versuchen, Zugang zu Bildung zu erhalten, müssen sich mit vielen Schwierigkeiten konfrontieren: einige von ihnen dürfen nicht lernen, weil sie früh heiraten müssen; andere müssen auf Bildung verzichten, denn sie müssen an den Haushalt denken. Frauen sind oft nicht frei, eine eigene Zukunft aufzubauen. Aber wie wäre eine Gesellschaft mit Frauen mit einem hohen kulturellen Niveau? Sie wäre sicher solider; es gäbe mehr Freiheit und mehr Frieden, weniger Armut und wenigere Krankheiten. Alle wären zufriedener, auch Männer und Kinder.

In der Europäischen Union wird das Recht auf Bildung in der Charta so garantiert: “Jeder hat das Recht auf Bildung und den Zugang zu Aus- und Weiterbildung "(Artikel 14 ). Nach Angaben der Vereinten Nationen in der Allgemeinen Erklärung der Menschenrechte (Art. 26) “hat jeder das Recht auf Bildung. Sie sollte kostenlos, zumindest in den Elementar- und Grundstufen sein. Und die Grundschule sollte obligatorisch sein. Die technologische und berufliche Bildung sollte in der Regel verwendbar sein, sowie die Hochschulbildung sollte auf der Grundlage der Leistungen zugänglich sein”.

Unsere Generation hat die Aufgabe, das Verb “sollte” mit dem Verb “soll” zu ersetzen. Es ist nicht schwierig, man braucht nur, eine Verbform zu verändern.

Juliane Hilgert - 08.02.2017 15:36

Hier findet ihr unseren Artikel über "Sprachlernklassen in Deutschland" von Edda Wittschen und Juliane M. Hilgert, Halepaghen-Schule Buxtehude, Germany

 

Learning German – Linguistic Classes for Refugees

Die volle deutsche Dokumentation ist hier zu finden/To see the full documentary in German you can click here: http://prezi.com/4kkgp-v7jaxg/?utm_campaign=share&utm_medium=copy

Learning German As A Refugee – A General Overview

The German Federal Agency for Migration and Refugees (Bundesamt für Migration und Flüchtlinge/BAMF) supports nationwide many projects for social integration. There are language classes for any age, as well as orientations with applicants for asylum and those who have been admitted to the country, to just name a few. The cost and permission to partake in such integration classes are ruled within the Residency Act and depend on a variety of factors such as the duration of stay. A general language class is made up of the language and general orientation class. The participants will learn basic facts about the German way of life. A completed course is certified with an exam “German for Immigrants” (Deutsch für Zuwanderer/DZT) and a final exam “Life in Germany” (Leben in Deutschland). In our project, we have interviewed several teachers and students to give us a broad perspective on the language classes.

Learning German at the Gymnasium Halepaghen-Schule Buxtehude – An Interview with Katharina Graber and Hassan

Katharina Graber is a teacher at our Halepaghen-Schule and also one of the teachers who do not only teach their regular students but refugees in need of language classes. In this interview she is joined by one of her students, Hassan from Syria, to discuss said classes and the progress that has been made in mastering German.

Mrs. Graber, to start it off with you, how did you decide which classes the refugees should participate in and what were your criteria that led to this decision?

G: I have to say that this decision was not made by us (the teachers) because we have a schedule for the linguistic classes and we are eight colleagues in total that teach these classes. But since these are not the only classes that we are teaching, the linguistic class schedule had to be adjusted to fit our other classes. So, unfortunately, we could not choose which classes would be attended by the students and which would not. This results in some students, for example, only having one history lesson or one geography lesson instead of two (per week). Thus, they can only partake in certain classes infrequently, which is troublesome but unfortunately unavoidable when taking into consideration everyone’s schedule.

How do you construct your linguistic classes?

G: We have a textbook that we have worked with from the beginning. This textbook is entitled “geni@l klick”, it mixes regional and cultural studies with German from the beginning, right?

H: Yes.

G: Exactly. And based on this textbook we create our classes. In the beginning, we had to communicate mostly with gestures. There was a lot of charade, a lot of acting and repetition. We always tried to find parallels between Arabic and German. Initially, I attempted to learn some Arabic but I am very bad.

H: No, no. Arabic is difficult.

G: My Arabic is – Yes, Arabic is very difficult. My pronunciation was not that good and eventually we have luckily switched over to German and understand each other in German now. We also worked with drawings and  the lessons were rather teacher-centered. You (addressing Hassan and his classmates) have told us that in Syria ‘The teachers talk, the students do’, right?

H: Yes.

G: By now we are doing partner work or are working in small groups, so it’s a little bit of everything. But we had to work our way here.

And for how long have you been learning German?

H: I have been learning German for a year in school.

And how do you like the linguistic classes? And what was your learning progress like?

H: (looking at Mrs. Graber) How do I like the class?

G: What did you want to say again? (both laugh)

H: The regular classes are somewhat hard since we can’t understand nor speak German that well. But our German class is pretty good. Everything is good.

And how many hours do you have to go to class (per week)?

G: Sixteen.

H: Yes, we have sixteen hours.

What kind of classes do you attend?

H: We have German, maths, what is our class with Mrs. Wiegand?

G: General studies.

H: Mr. Georg?

G: Grammar. And I have six hours with your class. And the remaining ten lessons are taught by other colleagues who cover different areas. And then of course maths. With Jaeger.

How would you describe the progress that your students have made in terms of language and social life?

G: I think they have made terrific progress. They have developed tremendously. Like I said, in the beginning, there was rarely any German. And Hassan was, because he had already stayed in Germany for a while, my translator and helped me as well. By now, I think, you understand quite a lot and can express yourself well.

H: Yes.

G: It is a really amazing improvement. You can’t forget that they, well you (addressing Hassan) had to learn a completely new alphabet.  Suddenly, you aren’t writing from left to right but from right to left. That by itself is a vast change. And I would say, not necessarily for Hassan, but for other students it can still be very difficult: separating words or sentences, capitalization at the beginning of a sentence, using punctuation…

And we are still practicing it right now. When do they use a majuscule, when a minuscule. With regards to language a lot has happened, which cannot only be traced back to our class but it is important that they also feel at ease at school. Maybe not as much as one might wish but we, together with Mrs. Wiegand, for example have the Café International. In the beginning we met up every two weeks and there were a lot of Germans there as well, which unfortunately has declined. But also in the regular classes, some of them have found really good contacts and also some friends but still not as much as you would want to, right? It’s what you have told me.

H:  Yes.

G: But those contacts that you have made help a lot with mastering German.

How would you consider that? Are you doing something with your German friends or do you remain more among your own group (with the other refugees)?

Occasionally, we hang out with the Germans, but not always. When the Germans are the only ones who have time, we will talk to them and, for example, go eat a kebab or just go for a walk. And then we talk but we don’t spend too much time with them. Once a week, every two weeks maybe.

G: But you guys, the students from the linguistic class, spend a lot of time together, even after school, right?

H: Yes.

And what is in your opinion the biggest problem with the German language? What is something that you still have  to comprehend?

H: Firstly, the articles. Yes, the articles with dative or accusative. I cannot exactly explain, we can’t learn all the articles. You have to learn every word with its article. And I think (it’s difficult) to change the ending of the verb and put it at the end of the sentence and add such things. You need to have a little practice.

And now, as closing question, what is your intention for the future? Do you want to go back to Syria or do you want to stay in Germany?

H: At first, I wanted to stay here to learn. I don’t know yet. Maybe when the war is over, I will go back. Because of my family and because it is my hometown. Everybody is going to miss home, regardless of which country you go to. I wish to stay here (for now) and learn but I don’t know what I will do afterwards.

G: In the beginning, you said that you want to become a doctor.

H: Yes.

G: To study medicine.

H: In Syria, even before the war, many people decide to come to Germany to learn, to earn enough money and escape the problems.

I want to thank you again for your time and answers. I hope you have a great day and best of luck in mastering German.

H: To you too.

Integrating into Elementary School – An Interview with Regina Wittschen

Regina Wittschen is a teacher at the elementary school Hohe Landwehr in Hamburg Hamm. Currently, four refugees are in her class whom she tells us about, especially regarding their learning progress and integration, in the next video.

Mrs. Wittschen, you are second grade teacher in Hamburg Hamm, are there any refugees in your class?

Yes, there are four refugees in my class. One child is from Bosnia, that is eight years old, and three children are from Syria, they are between eight and nine years old.

Would you say that these children are integrated into the class?

I can say that the children are integrated after one acute year of school enrollment with many affirmative actions. They are participating ordinarily and understand most educational content.

Are there friendships?

Unfortunately, no, due to the fact that the everyday life of a refugee can simply not be compared to that of a regular German child. The refugees mostly live in a single room and have reservations regarding inviting someone over. The family life also suffers, given the fact that they live in very confined conditions.

How well do the children master German?

After a year, all four refugees can name essential objects. They are all capable of using nouns but the conjugation is not yet accurate.

Are there any affirmative actions at school?

Every individual student who does not match the faculty of language receives assistance for an hour in Hamburg. This also happens in my class and is implemented by my colleague. She ensures that the language acquisition of the children gets further developed.

Do the children receive an hour a day, a week or just a single hour? How should one imagine those classes? Will the children be missing an hour of regular class?

They will mostly be taken out of class to review specific content with them and to clarify specific questions regarding said content since many things are assumed to be known in regular school books which the Syrian and Arabic children do not know.

And how do you estimate the future prospects of these children?

The children are very diligent, very attentive and I wish them all the best but I am filled with sorrow regarding the lack of language competence whether their academic career will end up at a ‘Gymnasium’ (highest form of German high school/grammar school).

Thank you for this interview and have a great evening!

Thank you very much.

20 Years Later – An Interview with former participant Maricar Hilgert

Maricar Hilgert is a former Philippine citizen who migrated to Germany almost twenty years ago. To receive her German citizenship, she had to attend language classes for two years. In this interview she gives insight about her relationship with the German language.

Hello Mrs. Hilgert. When did you learn German?

When? Since 1999? I arrived (in Germany) in May 1998 and I started these classes two weeks after my arrival.

And what was your motivation? Why did you want to learn German?

Because it is the language of the country that I wanted to live in, because I needed it for my work.

How long and frequent did you have to visit the language class?

Nearly two years. Two times a week.

In your opinion, do you still have problems that cause misunderstandings in your daily life or do you learn everything that you need for your daily life now?

I have the comprehension. But writing is my problem. To write down what I am thinking is something I cannot do. That is my problem currently. There are certain words for which I really have to ask.

How were you familiarized with German? What did you do in your classes, for example?

(We learned) bit by bit. Word by word. Sentence by sentence. But I learned the most on the streets.

So how would you consider your development from your language classes? Is that a constant process?

It is never going to finish. It (my knowledge) keeps extending.  So does my learning.

I thank you for your time!

Any questions or concerns? Let us know in the comments down below!

The short documentary for the Erasmus+ project was researched, filmed and edited by Edda WIttschen and Juliane M. Hilgert. The text was translated into English by Imke Holstein and Juliane M. Hilgert.