The BIKO-LAMB programme has the overarching aim of equipping teacher training students with the professional skills to support pupils learning German as a second or foreign language. Since the 2022/2023 winter semester, the programme has been offering students a wide range of training opportunities. Its interdisciplinary approach strengthens the link between theory and practice and prepares students for their future careers.
We spoke to participating students about their experiences.
From a conversation with Aaron N.
“The content of BIKO-LAMB is incredibly helpful even for me, as I’m not a trainee language teacher. Although it can feel a bit overwhelming at first for someone from outside the field, I’m glad I started the programme. The knowledge I’ve gained so far – for example, in the area of intercultural competence – will be put to use time and again in my subject teaching.”
“I would recommend everyone to take the plunge and join the programme. Through BIKO-LAMB, I have personally become more aware of the field of DaZ/DaF and have been able to overcome my fears about teaching in linguistically diverse learning groups. The programme not only provides a more in-depth overview of key areas within DaZ/DaF, but also offers practical strategies for selecting teaching and learning materials.”
From a conversation with Arianna B.
“BIKO-LAMB is like a jigsaw puzzle that bridges the gap between theory and practice, linking the two in a meaningful way. Being able to put the content and methods learnt in the theory modules into practice during my teaching placements was a real highlight for me personally.”
“I can now better understand the perspective of refugees and learners of German as a second language. The practical placements in and outside school were particularly helpful in this regard.”
“BIKO-LAMB has heightened my awareness of how to deal with privilege in language teaching.”
From a conversation with Julia K.
“As a German studies student, I found it very helpful that the programme allowed me to reorient and expand my subject-specific expertise by drawing on the experiences of fellow students studying other teaching subjects – people I would not otherwise have come into contact with during my degree.”
“I’m convinced that the content of BIKO-LAMB is relevant not only for DaZ/DaF teaching, but also for subject-specific teaching. In politics lessons, for example, the aim of forming sound judgements in the context of multilingualism gains important new perspectives and dimensions.”
“The programme has supported me right through from my Bachelor’s to my Master’s degree. Thanks to BIKO-LAMB, I now feel much better prepared for the realities of teaching in schools.”
From a conversation with Lara B.
“The wide range of topics covered by the project fills in some of the gaps in my standard teacher training programme with regard to language in the classroom. I believe that the content of the BIKO-LAMB modules should be made compulsory in the module catalogues for teacher training programmes.”
“In particular, the experiences I’ve gained from the language course in Module C enable me to interact with my learners in a more empathetic way.”
“BIKO-LAMB has shown me how important it is for teachers to develop their skills in the field of DaZ/DaF at the various stages of their training.”
From a conversation with Rahel M.-S.
“I really like the thematic diversity of the programme. This ranges from the linguistic fundamentals of German Studies to broader societal issues, such as addressing internalised racism and how this affects one’s own teaching practice.”
“BIKO-LAMB encourages me to constantly reflect on my professionalism as a teacher. In particular, I have come to realise that teaching and learning in the DaZ/DaF context cannot be approached in a formulaic way.”
“Through the practical placements, I was able to gain my first experiences of co-teaching and team teaching. Not only did these make teaching and learning more dynamic, but they also helped me to overcome my uncertainties.”
