FOCUS Group 2 Slovenia

The focus group with German language teachers from various primary schools discussed the challenges and strategies related to teaching German as a second foreign language, particularly to students with learning difficulties. The teachers highlighted the unique situation of German not being a compulsory subject, which influences both student motivation and classroom dynamics. They expressed concerns about the declining emphasis on German in the curriculum, noting that students often do not choose the language unless they are particularly motivated by future career prospects, such as working in Austria or Germany.

The teachers face various challenges, including the increasing number of students with learning difficulties, such as dyslexia and concentration disorders. They noted that many students receive formal adjustments, such as extended time for tests or alternative methods of assessment, but sometimes these adjustments do not address the core learning difficulties. The teachers also pointed out that inclusivity does not always yield positive results, particularly when students with severe learning difficulties are kept in mainstream classes without adequate support.

To engage students, the teachers employ various game-based and movement-based learning methods. For example, they use fitness pedagogy, which integrates movement into learning, and game-based activities like Kahoot and Word Wall. These methods help maintain student interest and cater to different learning styles. Additionally, they create a supportive classroom environment by forming mixed-ability groups, using peer support, and incorporating independent learning stations where students can work at their own pace.

Motivating students is a significant concern, especially given the optional nature of German classes. Teachers use rewards, such as medals and stamps, to encourage participation and effort. They also adapt their assessments to accommodate students with learning difficulties, focusing more on oral skills when necessary and using creative approaches like dictation in motion.

The teachers expressed a need for more specific training focused on teaching foreign languages to students with learning difficulties. While they receive some support within their schools, they believe that targeted professional development opportunities would enhance their effectiveness.

Overall, the focus group highlighted the challenges of teaching German in a system that does not prioritize it, the creative strategies teachers use to engage students, and the need for better support and training for educators dealing with students with learning difficulties.