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Deutsch als Fremd- und Wissenschaftssprache in China: Aktuelle Situation, Herausforderungen und Ausblick.

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Bibliographic Details
Title: Deutsch als Fremd- und Wissenschaftssprache in China: Aktuelle Situation, Herausforderungen und Ausblick.
Alternate Title: German as a foreign and academic language in China: current situation, challenges, and prospects.
Authors: Wang, Zhoufeng1 (AUTHOR) zhoufengwang@xmu.edu.cn, Ehrhardt, Claus2 (AUTHOR) claus.ehrhardt@uniurb.it
Source: Info DaF: Informationen Deutsch als Fremdsprache. Oct2026, Vol. 53 Issue 5, p485-519. 35p.
Subject Terms: *Academic language, *Curriculum alignment, *Education policy, *Curriculum planning, *Higher education, *College entrance examinations, German language
Geographic Terms: Germany, China
Abstract (English): This article examines the role of German as both a foreign and an academic language in China. While the number of learners of German as a foreign language (DaF) has declined globally, China shows a contrasting trend marked by growing demand. This development is primarily attributable to Germany's appeal as a destination for higher education and to educational policy initiatives introduced by the Chinese government, which officially recognized German as a school subject in 2018 and integrated it into the national university entrance examination (Gaokao). The study focuses on the institutional teaching of German at schools and universities, where curricular structures vary according to school type and program design. The analysis reveals that German in China is typically learned with a clearly defined purpose – most commonly within German-related degree programs or as preparation for studies in Germany, but also to improve professional opportunities. At the same time, German is increasingly taking on the role of a (foreign) academic language within Chinese higher education. The findings also highlight persistent shortcomings in the development of academic language competence. Curricular expansion and pedagogical adaptation are therefore essential to sustainably strengthen the position of German as both a foreign and an academic language in China. [ABSTRACT FROM AUTHOR]
Abstract (German): Der Beitrag beleuchtet die Rolle des Deutschen als Fremd- und Wissenschaftssprache in China. Während weltweit ein Rückgang der DaF-Lernenden zu verzeichnen ist, zeigt sich in China ein gegenläufiger Trend mit wachsender Nachfrage. Diese Entwicklung ist vor allem auf die Attraktivität Deutschlands als Studienland sowie auf bildungspolitische Maßnahmen der chinesischen Regierung zurückzuführen, durch die Deutsch seit 2018 als Schulfach offiziell anerkannt und in die nationale Hochschulaufnahmeprüfung (Gaokao) integriert wurde. Im Fokus der Untersuchung steht die institutionelle Vermittlung des Deutschen an Schulen und Hochschulen, deren Unterrichtsorganisation je nach Schultyp und Studienform variiert. Dabei wird aufgezeigt, dass Deutsch in China oft mit einem klaren Ziel erlernt wird – primär im Rahmen deutschbezogener Studiengänge oder zur Vorbereitung auf ein Hochschulstudium in Deutschland, teilweise aber auch zur Verbesserung beruflicher Perspektiven. Zugleich übernimmt die deutsche Sprache im universitären Umfeld zunehmend die Funktion einer (fremden) Wissenschaftssprache. Die Analyse zeigt zudem, dass weiterhin Defizite in der Förderung wissenschaftssprachlicher Kompetenzen bestehen. Eine curriculare Erweiterung und didaktische Anpassung erscheinen sinnvoll, um die Entwicklung des Deutschen als Fremd- und Wissenschaftssprache in China nachhaltig zu unterstützen. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:This article examines the role of German as both a foreign and an academic language in China. While the number of learners of German as a foreign language (DaF) has declined globally, China shows a contrasting trend marked by growing demand. This development is primarily attributable to Germany's appeal as a destination for higher education and to educational policy initiatives introduced by the Chinese government, which officially recognized German as a school subject in 2018 and integrated it into the national university entrance examination (Gaokao). The study focuses on the institutional teaching of German at schools and universities, where curricular structures vary according to school type and program design. The analysis reveals that German in China is typically learned with a clearly defined purpose – most commonly within German-related degree programs or as preparation for studies in Germany, but also to improve professional opportunities. At the same time, German is increasingly taking on the role of a (foreign) academic language within Chinese higher education. The findings also highlight persistent shortcomings in the development of academic language competence. Curricular expansion and pedagogical adaptation are therefore essential to sustainably strengthen the position of German as both a foreign and an academic language in China. [ABSTRACT FROM AUTHOR]
ISSN:07249616
DOI:10.1515/infodaf-2026-0074