1. General information
We present the results in a neutral way. We begin with general information: how many questionnaires were filled out. Some numbers are easily explained. E.g. participates only with one school and Turkey participates with one university.

2. Most common mother tongues of the refugees
Language acquisition
Most common mother tongues of the refugees
Persian (Farsi, Dari)
Arabic
Tigrinya
Somali
but also:
- Kurdish, Russian, Urdu, Pashto
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Arabic language: Semitic language as a branch of the Afroasiatic language family
Persian language: Indo-European language family
Persian alphabet is a writing system that is based on the Arabic alphabet but it has four letters more than the Arabic alphabet.
Tigrinya is an Afroasiatic language spoken by 70 % of Eritrea inhabitants and in Etheopia. The riting system is called Etheopic.
Somali is an Afroasiatic language; it used to have ist own writing system but since 1972 the Latin alphabet was officially adoptet, yet it uses the order of the Arabic alphabet starting with B followed by T
Urdo is the official language of Pakistan
Pashto is spoken in Afghanistan and Pakistan. The writing system is a modified form of the Arabic alphabet.

3. Language acquisition
If a foreign language is spoken at level A2 according to the Common European Framework of Reference for languages it is English.

4. Language acquistion
The pie chart clearly shows that the majority of the teachers do not use language apps in class.

5. Examples of language apps
Language acquisition
Examples of language apps
translation apps
dictionaries
learning apps
If language apps get used teachers stated to use mainly translations apps and dictionaries.

6. Career guidance
Here we wanted to know whether teacherspersonally offered systematic and structured career guidance to individual refugees. The majority says no, yet a third says that they offer systematic guidance.

7. Career guidance
Only 10% of teachers use career guidance apps.

8. Technical questions
The following pie chart is about how reliable and strong the internet access is that is used in class. The chart is devided into four parts. It seems surprizing and at the same time very prormising and good news. Nearly 50% say they have reliable and stron internet access. 39% say they often have reliable and strong internet access. That means that nealry 90 % have a satisfiying internet access in class.

9. Support
The pie chart is about what teachers most urgently need to improve the situation of teaching refugees. What is needed most is materials. Here we should recall our age group, namely years old and obviously materials especially for this age gruop is missing. They are no longer children so things like nusery rymes or stories with pets do not really fit but they are not full grown adults yet. So many topics you find in adult education books like renting a flat or inviting collegues for a dinner party do not really fit either. Second theachers need or wish assistence in the classroom. This probably has to do with an inhomogenious learner group. Often there are different language levels in one class. Some leaners have already finished the exercise before others have found it in the textbook or on the handout. Nearly in every class there is at least one analphabet (recall slide 8). It‘s hardly possible to teach one person exclusively how to read and write when others should be tought grammer and lexic. Next teachers wish didactic training. Obviously the group of learners pose a challenge. Statistically teachers have between 10 and 29 refugees a week, mainly men from Arabic or African countries. With this group of learners challenges come along which seem not to be solved with the existing didactic knowledge. Media might refer to multimedia e.g. how and what movies can be used in class. That only 7 % need technical infrasturcture fits to the earlier slide where nealry 90% of teachers stated that they have satisfiying internet. A school or education center that has a satisfying internet is probably technically well equipped.