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Language competencies of future teachers – Design and results of an empirical study

Abstract This article introduces a measuring method, with which linguistic deficits of first-year students can be recognized. Many problems which lead to extended study times, to difficulties or even to giving up studies are linguistically induced. The testing tools introduced here focus on the (written) language skills of first-years students of degree programs for future teachers. The aim is to precisely identify linguistic deficits and to subsequently develop and offer training programs alongside studies. In the first test-stage modified C-tests are used to allow a general assessment of students' academic language skills. In the second stage the students have to deal with a writing task on an educational topic, which forms the basis for describing the students' linguistic deficits in qualitative terms. This study is based on the test data of 2891 students in teacher-training programs from three different universities in North Rhine-Westphalia and provides first results, especially with regard to a differentiated comparison of the language skills of students with and without migration background.