Die Beschulung von neu migrierten Schüler:innen an Wiener Schulen

Ein Vergleich zwischen Neu-in-Wien-Klassen ab 2015 und KSDU-Klassen ab 2022

Abstract

This article is the first to examine the question of the conditions in Viennese schools faced by pupils who came to Austria from countries such as Syria, Iraq, Iran and Afghanistan from 2015 onwards compared to those who migrated from Ukraine from 2022 onwards. The conditions for schooling are analysed on the basis of interviews with five teachers and three education policy experts, evaluated using the open coding method. It was found that, from the teachersʼ perspective, those pupils who came to Austria from 2015 onwards had more challenging initial learning conditions than those who fled Ukraine from 2022 onwards. Teaching in New to Vienna classes was made more difficult by an unstable staffing situation, a lack of teacher training in German as a second language and unclear objectives for the teachers. More staff resources were made available for teaching in classrooms with a German and Ukrainian focus, which enabled largely bilingual teaching.