This presentation is devoted to the some aspects of language integration of adult migrants in Germany

1. International Conference
„Challenges Ahead: Integration of
Migrants on the European Labour
Market“
Bucharest, 12-13 of March 2015

2. From dream work to the hated job
Habitus changes of foreign students employed
as teachers in German Courses gor migrants in
Germany

3. From dream work to hated job
Presentation is prepared by Yuliya Zadnipryana,
Leibniz University Hannover, Germany

4. From dream work to hated job
• Middle-late 90-ies
– mass migration of youth from post soviet
space: „Students migration“.
- increase of number of language courses for
migrants in Germany due to mass migration
(„Russian Germans“ and Jewish migrants
- Mass exodus of „old teaching staff“ from this
field

5. From dream work to the hated job
RESULT: Substitution of the „old teaching staff“
by „students teachers“.
Situation in Hannover: 2000 – 15%-20% of
students teachers among teaching staff
2012 – 60%-80%

6. From dream work to hated job
• Attractivity of this kind of employment for foreign
students:
- exemption from social payments
- possibility to combine job with classes at the
University
- Meeting demands concerning working permission
for students
- One of the few possibilities to earn living with
more or less qualified work
- Income

7. From dream work to hated job
The attitude to the work is changing within the
following phases:
• 1st Phase: complete satisfaction – the first 3
months of employment: „Why not?“ Strong
self identification with this job.

8. From dream work to hated job
• 2nd Phase (the 3-rd-6th month): „But for
financial aspect… “. Job is considered to be a
space for implementing own skills and
professional growth, but is not seen in a long
term perspective any more. At the same time
no plans for change.

9. From dream work to hated job
• The 3-rd Phase: „it is tolerable, but… „
- unsatisfaction with level of pupils: „It is so
depriviating to teach those, who are not capable
to learn… .“
- Feeling of being treated not in a fair way „They
do nothing, they have been living in Germany for
years, have never worked and are not going to
work, but I have to finance them!“

10. From dream work to hated job
• 4th phase:
Realizing own intellectual, professional and
social precarisation:
„I wish to have an opportunity to implement
my skills … .“
„This job is a trap: No future!“
„Why THEY (BAMF) do not respect us???“
- Beginning deidentification with own job,
sarcastic attitude to it
- Gradual lost of interest to professional issues

11. From dream work to hated job
• Conclusions
New generation of teachers of German as a
foreign language:
Deprofessionalisation vs high skills and
knowledge
„high skilled deprofessionalised professionals“

12. From dream work to hated job
• Forms of deprofessionalisation:
- deidentification with own profession (work in
GC as a way to bridge a certain phase in own
life)
- Leaving the professional field

13. From dream work to hated job
• A paradox on the level of LIAM:
establishing the profession of teacher of German
as a foreign language on institutional level,
huge investments in training programs for them
vs administrative practices providing for
deprofessionalisation of teachers

14. From dream work to hated job
• The job considered as a way to labor market
turned into a trap

15. From dream work to hated job
• A new kind of PRECARIAT: fixed to a certain
professional field, but without self
identification with this field

16. From dream work to hated job
• Problem fields tackled upon this presentation:
- working conditions in non formal education,
- policy of LIAM in Germany
- professional integration of the graduates of
humanities, especially of those with migrants
backgrounds