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This paper attempts to reconstruct different paradigms, attitudes and experiences that underlie the understanding and action of non-professional teachers of German as a foreign language. The analysis shows that some of these teachers explain the problems of their students via a national-cultural affiliation, while other attempts to understand the students’ challenges can also be observed. Participating observation of an academic congress on German as a foreign language makes clear that competing explanatory approaches are also present in specialist discourse. In this respect, the divergent categories of explanations observed in the field may appear to be based less on a teachers’ lack of disciplinary socialisation than on different migration and diversity-related attitudes and views that originate from different social milieus.

Zwischen Verstehen und Verweisen : (Post-)Migrationsgesellschaftliche Perspektiven auf die Vermittlung von Deutsch als Fremdsprache