by Moises Alvarez
Walking into my first classrooms in Hamburg during the 2023-24 school year as a 22-year-old Latino American English Teaching Assistant (ETA), I was greeted by a vibrant mix of students with diverse backgrounds including Turkish, Syrian, Afghan, Ukrainian, Polish, Bosnian, Romanian, and German heritage. Their curiosity about me was palpable, and my migrant roots helped bridge the gap between us. Teaching English at Max-Schmeling Stadtteilschule (MaxS) became more than just grammar and vocabulary; it involved navigating the challenges and opportunities of multicultural education, something deeply connected to my own background.
In the early 1990s, my father left behind the hyperinflation and insecurity of Peru to seek opportunities in the United States. My mother followed from Mexico, and they settled in the Washington, D.C. metropolitan area, working as street vendors to support our family. Growing up with two brothers, I experienced a blend of American, Peruvian, and Mexican cultures from our family, friends, and community. I learned both Spanish and English as native languages and began studying German in high school. My academic journey led me to earn a Bachelor of Science in Foreign Service degree (BSFS). Education emerged as my ladder to success, and I felt compelled to inspire my students with this perspective overseas. My multicultural upbringing gave me an appreciation for the diversity I encountered in German classrooms. My journey to Hamburg represented a significant crossroads, both for me and for the students I would teach. As I stepped into this role, I found myself navigating the intersection of diverse cultures, languages, and educational challenges. This experience would present numerous decision points, each requiring careful consideration and adaptability.
Germany, like the U.S., has a rich history of migration, reflected in comprehensive schools like MaxS. Over a quarter of the German population has Migrationshintergrund, or a migration background. Hamburg has a particularly diverse population, with about a fifth of its population being foreign in 2021. This diversity was evident in the MaxS classrooms, where many students hailed from families with multi-generational migration backgrounds. There were also newer arrivals, including Ukrainians whose families sought refuge from the Russian conflict. I had the opportunity to work within this mosaic of cultures, united in learning English together despite their varied backgrounds.
Teaching English at a comprehensive secondary school presented unique challenges. According to a 2022 international PISA study, German students were performing worse than ever before, particularly in reading and math. My colleagues recounted that the German school system’s unpreparedness for online learning during the pandemic contributed to this decline. PISA Director Doris Lewalter suggested that more time should be dedicated to helping children learn German when they arrive in the school system. In discussions with colleagues before the winter holidays, we identified a major concern: how can students learn English when they are still mastering German, the language of instruction? While most students had lived in Germany long enough to speak German fluently, many of them still struggled with reading and writing. This challenge was more pronounced for recent arrivals still learning the language. How could we navigate the crossroads of multiple languages in one classroom? What path could lead to effective English instruction, while supporting students still mastering German?
For example, I worked with an 8th grade Russian student who had only a year of German, making learning English especially challenging. Her best friend, a Kurdish student who arrived during the refugee crisis in 2015, steadfastly supported her. Their bond was inspiring, and I encouraged them to keep trying, sharing my own struggles learning German. Seeing an American with migrant roots managing multiple languages inspired them. Similarly, a 6th-grade Turkish student, despite knowing little German, participated actively in English class with support from his fellow classmates. In these cases, students performed better with close linguistic support in small groups and positive reinforcement to boost their confidence.
In addition to disparities in student performance levels, I observed that my colleagues grappled with engaging parents from varied cultural contexts. One colleague highlighted the challenge of working with families of different backgrounds, specifically in providing feedback and informing them about student performance. Issues arose when parents either did not attend or prioritized parent-teacher conferences differently, however these were not the only obstacles. I recall another colleague who resorted to delivering student paperwork to the doorstep of one family’s apartment, since there was no other way to reach the parents. Elternarbeit, or parental engagement, is pivotal in this multicultural context. Furthermore, when parents do attend, language barriers often complicate communication, requiring students to act as translators. Despite these challenges, it is essential to prioritize parental involvement in education, even when language barriers exist. Overcoming these hurdles requires innovative solutions and persistence.
At this crossroads of cultural differences and educational expectations, how can we forge a path that brings families and schools closer together?
With a record number of children starting school in Germany, in the last 20 years, the systemic issue of Lehrermangel, or teacher shortage, has compounded learning challenges. How can the German education system navigate the crossroads of increasing student enrollment and decreasing teacher availability? This shortage is particularly acute in under-resourced neighborhoods, like those served by MaxS. There, I divided my time between two campus locations, which both are affected by challenging socio-economic conditions. The impact of this shortage was evident in daily operations: I witnessed firsthand how teacher absences often led to canceled classes due to lack of substitutes. In one instance, I had to lead a 6th grade English class alone, because their teacher was out sick and no other substitutes were available. Without me stepping in that day, the class would have been canceled entirely. Having experienced similar socio-economic challenges as a low-income student with a migration background in the U.S., I could empathize with the students’ situations. I found this work particularly meaningful while understanding the critical need for consistent classroom coverage.
Effectively navigating the systemic teacher shortage requires increasing investment in educational staffing at all levels. While hiring more fully credentialed teachers is critical, supplementing them with classroom aides, like foreign language assistants, can provide valuable support. Introducing ETAs with basic German proficiency, for instance, can enrich English lessons. One challenge was the waning enthusiasm among students to learn English. When encouraging participation, I often encountered students’ reluctance or lack of confidence, which manifested in phrases like “Ich kann kein Englisch” (I can’t speak English) or “Ich will nicht” (I don’t want to). However, ETAs who make meaningful cross-cultural connections can reignite that interest. Drawing parallels between my Latin American background and their ethnic roots had a profound impact. I recall a moment in my 10th grade class when a Syrian student excitedly shared how she learned about Latinos from TV shows, like On My Block, and Tiktok. We delved into discussions about Latino culture and stereotypes in English, which proved to be beneficial practice for her language skills.
As an ETA in Germany, I offered insights into U.S. culture, covering topics such as cuisine, pop culture, sports, education, politics, and immigration across all my English classes. I served as a cultural ambassador and facilitated language learning at the same time. In order to successfully do so, flexibility was essential: I had to adapt to diverse classroom environments and unexpected situations, often leading classes and contributing to lesson planning. Further, proper guidance and integration into school life were vital. I relied on a mentor teacher for support and communicated with colleagues via school email. However, the lack of access to school login credentials hindered staying updated with class schedules and teacher absences online. To counter these hurdles, investing more in personnel and other resources appeared indispensable to me.
The experience of serving as an ETA at MaxS illuminated the complex realities of multicultural education in Germany. The vibrant diversity within classrooms enriches the learning experience, but it also presents formidable challenges that demand careful navigation and innovative approaches. From grappling with disparities in student performance and linguistic proficiencies to addressing the need for more engaged parental involvement across diverse cultural backgrounds, the obstacles are substantial. However, the most pervasive systemic barrier remains: the critical shortage of teachers, which has disrupted classroom continuity and compromised the quality of learning, particularly in underserved communities like those served by MaxS.
While the vision of overcoming these hurdles through a multifaceted strategy is clear – increasing investment in educational staffing at all levels, hiring more teachers, and thoughtfully integrating language assistants as cultural ambassadors – the implementation and realization of this approach is far more complex. Educators must simultaneously rethink and adapt their teaching methodologies, fostering inclusive environments where differentiated instruction caters to the diverse needs and abilities of students. Yet, even with the best intentions and efforts, achieving these ideals in their entirety may not always be possible.
Underpinning these endeavors is the fundamental principle that our diversity should be celebrated as a strength, not perceived as a challenge to be overcome. By embracing our multicultural backgrounds, building relationships grounded in empathy and mutual understanding, and collaborating with colleagues, parents, and communities, we can strive to create a rich tapestry of learning experiences that unlocks every student’s potential. However, we must also acknowledge that this aspiration may encounter practical limitations and barriers that require continuous adaptation and perseverance.
The road ahead is undoubtedly arduous, but as the famous words of former Chancellor Angela Merkel resonate – “Wir schaffen das” – we can do it. As we continue to navigate the crossroads of multicultural education, each challenge presents an opportunity to choose a path that leads to greater understanding and inclusion. Our journey through these educational intersections has shown that while the road may be complex, it is rich with potential for positive change. Armed with unwavering determination, innovative thinking, and an enduring belief in the transformative power of education, we must continue this vital work of shaping a more equitable future, one student at a time. For it is within our multicultural classrooms that the next generation finds inspiration, discovers their voices, and gains the tools to build a more compassionate, interconnected world – a lofty goal that may never be fully realized but one worth striving towards, nonetheless.
Author Info
Moises Alvarez holds a B.S. in Foreign Service from Georgetown University in Washington, D.C., majoring in International Politics and minoring in German. Passionate about international development and cross-cultural diplomacy, he served as an ETA in Hamburg, Germany during the 2023-24 school year.