PASCH Schools: Partners for the future

Last week I was privileged to attend the 3^rd Conference of School Principals of PASCH Schools in Southeast Asia. A ‘PASCH school’ is a regular secondary school with a particular emphasis on the learning and teaching of German as an additional language. PASCH schools constitute a global network of more than 1,700 schools. ‘PASCH’ stands for ‘Schools – Partners of the Future.’ Funded by the German government, the PASCH network was initiated in 2008 in order to offer opportunities to youths from around the globe to learn German and to develop a positive relationship with modern Germany. PASCH supports professional development training for teachers, provides language learning resources for schools, offers scholarships for students to study in Germany, and numerous other virtual and non-virtual exchange and collaboration opportunities, including global student newspapers.

Attended by representatives of various national ministries of education, school principals, German language teachers, industry representatives and former students from across Southeast Asia and Australasia, the conference provided an excellent opportunity to gain an understanding of the state of the art of language education in the region.

Most language teaching efforts across the region are, unsurprisingly, devoted to English. However, there is a clear sense that English is no longer enough. To begin with, the countries of the region are characterized by enormous linguistic diversity and mother tongue education in addition to instruction in the national language is increasingly incorporated into curricula.

Second, with the greater regional integration that the introduction of the ASEAN Economic Community in 2015 promises neighbouring languages are gaining in importance. While as yet weakly integrated in most curricula, their role is set to expand.

Finally, there are other international languages such as Arabic, Chinese, French, German, Japanese or Spanish. Offering the latter in the curriculum is often a niche effort of schools who are trying to differentiate themselves from other schools and who are attempting to provide their students with an additional edge. That teaching international languages other than English is intended to create a small elite group of cultural mediators is best illustrated with the example of Singapore. There, the opportunity to study a third foreign language is offered to students who achieve in the top ten percent in the primary school leaving certificate. Only these top academic achievers are able to pursue a third language in high school by attending a Ministry of Education Language Centre (MOELC) in addition to their regular studies. The languages on offer include Arabic, Bahasa Indonesia, French, German, Japanese, Malay and Spanish.

While German may seem like a relatively irrelevant language to pursue in Southeast Asia, this is in fact not true for students at PASCH schools. These highly motivated students do so with two main goals in mind: to pursue tertiary education at a university in Germany and/or to pursue employment with a German company. Speakers at the conference included a number of students who had achieved their goal and who spoke about their experiences of learning German in school, participating in exchange programs, studying at a German university and working in a role where their German skills are advantageous.

In addition to achieving personal aims, fostering German skills among a small group of cultural mediators also benefits the wider society, as speakers from various national ministries of education stressed. These benefits are related particularly to knowledge transfer. Interesting examples include partnerships with German companies to deliver an innovative automotive engineering program in a Malaysian college or partnerships between Singaporean polytechnics and German small-to-medium enterprises to deliver a dual vocational training program. In fact, attending industry representatives stressed the importance of combining language skills with strong academic and vocational skills for success in the global workplace.

Finally, a number of school representatives argued that a focus on German had improved overall language education in their school. A teacher from an Australian high school, for instance, mentioned that – in the context of Australia’s notorious ‘monolingual mindset’ – his school’s focus on German has had positive effects on language learning more generally. As students in the German immersion program have discovered the value of learning German, their desire to learn another language has also increased and the school has unexpectedly seen enrolments in its Japanese language program rise, too.

In Indonesia, Myanmar, Thailand and Vietnam, the positive side-effects of a school’s focus on German are different and relate to improved teacher quality. Speakers from these countries explained that teacher quality – both in terms of proficiency and pedagogy – was a concern. This affects predominantly English language teachers, as English is the most widely taught language. Participating in the professional development opportunities offered by the PASCH school program has helped to disseminate pedagogy training across languages and thus has resulted in improving the professionalism of English language teachers, too.

Despite their diverse backgrounds all speakers stressed that the problems facing humanity today are global problems and that the world needs to move beyond competition to become an international learning community. Linguistic diversity will inevitably mediate the success of our partnerships for the future.

If you are a student or a guest researcher (like me) in Berlin and you need to get or renew a visa or need to change your visa status, you need to wait. The Ausländerbehörde (Immigration Office), which serves Berlin’s non-German citizens, is open three days a week (Monday and Tuesday from 7am to 2pm, Thursday from 10am to 6pm) and as a student you cannot make an appointment. Instead, you have to arrive during office hours and take a number. If there are no more numbers, you cannot talk to an official and you have to try again. Usually you learn, through trial and error, that you must arrive at least one hour, often two, before the office opens and wait outside in order to get a number. It is always nice when your visa renewal time falls in the summer rather than the winter months.

There are no instructions on the official website to tell you about these lengthy waiting times (not even in German!), and no officials offering information about the procedure. The small amount of information you can gather about where to stand and how long to wait comes from the people around you. Everyone waiting uses the language resources they have: L2 German, English, Turkish, among many other languages, attempting to work out if the person ahead or behind them has better information about what is going on. During the wait, strangers share stories about previous experiences at the office.

The monolingual German signage at the Ausländerbehörde stands in stark contrast to the linguistically diverse waiting crowd.

Berlin, in general, is a multilingual city. You hear many languages as you walk the streets: you learn Turkish words when you do your groceries and read ads in Polish, English and Arabic, alongside German, on the trains. The government department for Integration and Migration makes their website available in German, English, Spanish, French, Polish, Russian, and Turkish and boasts that Berlin “was and is a city of immigrants. Immigrants from numerous countries”. 13.7% of Berlin’s population are not German citizens. Why is it then that at the Ausländerbehörde, where clients by definition speak German as an additional language if at all, there is no multilingual information?

Not only is the limited official information provided only in German, it is contradictory and confusing. The writing is small and it takes a number of readings to work out which floor it is you need to go to. In fact, on my first visit I read the sign (above), saw ‘Australien’ and, after confirming with the woman at the front desk (who told me she does not have a phone line, so cannot call any of the offices to get further information), I went to wait on the 3^rd floor. After finally talking to an official I was sent to the 1^st floor where I was meant to be waiting (as a guest academic) to wait some more.

There are a few glimpses of recognition that people navigating the immigration office might need assistance beyond this monolingual signage. A smaller sign (left) indicates the separate entrance for Turkish nationals, the largest group of applicants in Berlin, and includes the German for the country’s name in addition to the Turkish flag. It is unclear, however, which entrance you should choose if you are a visiting academic from Turkey. There is no Turkish language presence at all, only the Turkish flag acknowledging Turkish nationals while quietly insisting on German monolingualism.

What does all of this say about language on the move and social inclusion in a multilingual city? The Ausländerbehörde makes it clear that the nation remains the great arbiter of access to resources and that exclusion is enforced through lack of information in even the major L2s of the country. Offering information in other languages for ‘Ausländer’ (foreigners) challenges the legitimacy of the one language, one nation tie and yet for the people waiting in line speaking, multilingualism is the only way to access information.