ドイツ・ヘッセン州における移民児童生徒に対する二言語教育の展開と課題

抄録

Each State (Land) in the former Federal Republic of Germany formally started mother tongue teaching for the children of immigrant workers at school from the end of the 1970s to the beginning of the 1980s. In some states, mother tongue lessons are taught under the state government's responsibility and in other states by a consulate of the motherlands. With the change to the Hessian government in 1999, immigrant language teaching was abruptly abolished. The Hessian Minister of Education offered an explanation for this abolishment as follows. At the beginning of mother tongue teaching, it was assumed that families of immigrant workers were to go back to their native country after a temporary stay. Nowadays, however, it is presumed that they will not return and will settle in Germany. Therefore the duty of the Ministry of Education for immigrant children no longer includes mother tongue teaching, but German teaching. This political judgment is supported by the following two trends; first, federal and provincial governments emphasize the integration of immigrants and second, PISA revealed less achievement of immigrant children in Germany.
However, the aims of mother tongue teaching, which had run over 20 years, are seen to have evolved. Initially, the aim was indeed exclusively preparation for repatriation, but mother tongue teaching later achieved greater significance as the acceleration of German learning and as the development of multilingual abilities. This progress can be confirmed in Ministry reports and other official documentation. In this paper, I show that the perspectives of the Hessian Ministry of Education in terms of the aims of mother tongue education had certainly changed and I consider the implications of the cessation of mother tongue teaching.
Hessian education policy regarding immigrant children was relatively unique due to the length of time that the Social Democrat Party had held the government. The order on education for foreign children in 1978 observed a "double strategy" (temporal integration to the German society and prospective re-integration to the society of origin), in line with a 1977 resolution of the conference of the minister of education (Kultusministerkonerenz). The uniqueness of this order rests in the obligation to mother tongue teaching; no other state had (not has had to this day) such a regulation. This naturally promoted the highest rate of participation in mother tongue teaching in Germany.(View PDF for the rest of abstract)