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With its diverse range of instruments, cultural relations and education policy is assuming a key role in promoting a “culture of social participation” in an age when the boundaries between “home” and “abroad” are becoming ever more blurred.

“It is often underestimated what language means for the individual and their own self-confidence.” This point was emphasised by the Minister of State and Federal Government Commissioner for Migration, Refugees and Integration Aydan Özoğuz in November last year at the Goethe-Institut’s conference “Language. Mobility. Germany”.

The bridge-building metaphor has long been used for discussions on the topic of foreign language skills. Today, though, we are hearing more and more often that the German language is a barrier when it comes to immigration to Germany. We must ask ourselves what we can do to put the positive, uniting aspects of language learning back into the spotlight.

There is a shortage of skilled workers in Germany – and demographic developments will intensify this trend. It is hoped that foreign workers in particular will plug this gap. Germany is, even today, the country with the highest number of immigrants after the USA, with the majority coming from Europe. Experts on migration have confirmed that German language skills are crucial in terms of attaining employment and essential for successful integration.

It is clear that immigrants must always make the initial effort to learn the German language. However, Germany also has a fundamental interest in promoting German around the world and in supporting the efforts of each and every individual to learn the language. It is crucial here that the promotion of German as a foreign language starts abroad and continues with language courses in Germany – both in adult education and in schools.

Promoting German as a foreign language from an early age in schools

According to the latest figures published in March 2015, the number of people learning German has stabilised around the world, with 60% of learners from Europe and 20% from CIS countries. This sounds like an ideal starting point for immigrants from these countries.

The situation varies from country to country, however. Only very few Spanish children learn German at school, for example. This explains the rapid rise of learners in adult education when Germany becomes interesting as a place to work and study. Yet if the language is learned alongside vocational training courses or studies, it is often perceived as a barrier rather than a bridge.

The more firmly German becomes established as a subject at school, the earlier people will develop an interest in Germany and its culture. And acquiring language yields all the more benefit if the foundations have already been laid prior to making a decision to try one’s professional luck in Germany.

In most countries, people have come to realise that it is not enough to only learn English as a foreign language. Learning a second and third foreign language – even if less time is devoted to these subjects in the curriculum – needs our full support. Nevertheless, efforts are required on a European scale to advise schools on the development of curriculums that not only allow all pupils to learn two foreign languages, but also to achieve a level of competence that promotes European mobility and facilitates participation in social life.

We must redouble our efforts to ensure that German is offered as an option in national education systems from the earliest possible age. Germany enjoys an excellent reputation today and therefore has the best conditions for supporting effective structures with advice, exchange programmes and information campaigns.

German teachers are our most important allies

We should, first and foremost, provide greater support for teachers of German as a foreign language around the world. They are our most important allies in terms of motivating school children to choose German and to achieve good results when learning the language. The Goethe-Institut currently awards around 2000 scholarships to teachers of German each year. We can promote their professionalism with further training and support them in their role as “language ambassadors”.

Stays in the country where the target language is spoken have a lasting influence on foreign-language learning. Taking part in exchange programmes extends people’s horizons and often has a life-long impact on their relationship with Germany. Schools are increasingly interested in offering their pupils international contacts in a bid to outdo each other as internationally minded institutions.

Language as a key to a “culture of social participation”

Regardless of whether learning German is a passport to working or studying in Germany, it certainly opens a door to another culture and society. Language learning promotes understanding and can help to establish friendships. This alone is reason enough to support learning German as a foreign language.

With its diverse range of instruments, cultural relations and education policy is assuming a key role in promoting a “culture of social participation” in an age when the boundaries between “home” and “abroad” are becoming ever more blurred (=> Maaß, => Ebert). At the end of the day, it is language that enables us to interact with others and to participate in society.