Sprachliche herausfoderungen und lernkultur: erfahrungen albanisher studierender in deutschland
LINGUISTIC CHALLENGES AND LEARNING CULTURE: EXPERIENCES OF ALBANIAN STUDENTS IN GERMANY

Summary/Abstract: At a time when international education programmes are gaining increasing importance, discussion of the linguistic and cultural challenges associated with studying abroad often remains a neglected topic. This article aims to examine these crucial linguistic aspects by exploring the experiences of Albanian students in Germany. The choice of this topic is based on the growing globalisation of education and the increasing number of students who opt for studying abroad. Based on this objective, the following research question was of particular interest: How do Albanian students cope with linguistic challenges at German universities? To answer this question, directly affected individuals were surveyed. Regarding the structure of this article: first, a brief overview of the theoretical foundations is provided to facilitate an understanding of linguistic challenges in the context of international education. This is followed by an explanation and justification of the methodological approach used in this study. Subsequently, the results are presented descriptively and then discussed in a subsequent chapter in the context of the study's research question. Finally, some conclusions complete the article. The increasing mobility of students across international borders offers a unique combination of challenges and opportunities that vary widely depending on the students’ countries of origin and the educational cultures of their destination countries. For many Albanian students, the choice to pursue higher education in Germany not only is motivated by the opportunity to benefit from Germany’s renowned educational quality but also involves navigating significant cultural and linguistic shifts that can impact every aspect of their academic and social life. While the German language is part of the curriculum in many Albanian schools and is growing in popularity, the proficiency level taught often focuses on basic to intermediate communication skills, which are not sufficient for the complex demands of academic study and full social integration in Germany. The academic language used in German universities involves a specific set of vocabulary, idiomatic expressions and a level of syntactical complexity that goes beyond everyday conversation. This linguistic gap means that even students who perform well in German language courses in Albania may find themselves struggling to understand lectures, participate in seminars, read academic texts and write papers at an appropriate academic standard. Moreover, the challenge extends beyond mere language proficiency. Academic success in Germany is also tied to students’ ability to adapt to different pedagogical styles. German universities often emphasise critical thinking, independent study and direct communication styles that may differ significantly from the more structured, exam-focused educational approach common in Albanian educational institutions. This pedagogical shift requires Albanian students to develop new study skills and adapt to a learning environment where they are expected to take more initiative in their education. Social integration is another critical area impacted by linguistic and cultural barriers. Everyday interactions, socialising with peers, understanding cultural nuances and even comprehending the bureaucratic aspects of living in Germany can pose additional challenges. These social aspects are crucial as they can affect students’ sense of belonging and wellbeing, which in turn can impact their academic performance and overall experience. The dual challenge of academic and social adaptation underscores the need for comprehensive support systems for Albanian students in Germany. Such support could include enhanced language training that focuses specifically on academic German, bridging programmes to introduce students to the German academic culture and study methods, and social integration programmes that help students build networks and familiarise themselves with their new environment. Understanding these multifaceted challenges is crucial for educational institutions and policymakers aiming to improve the experiences and outcomes of international students. By providing targeted support, universities can ensure that students not only succeed academically but also feel welcomed and integrated into their new communities, enriching the educational experience for all students. The pilot study was conducted during the winter semester of 2023 at four different German universities. A total of 68 Albanian students (n=68), who were enrolled at these institutions at the time, participated in the study: 38 at Ludwig-Maximilians-Universität München, 16 at Technische Universität München, six at Universität Würzburg and eight at Universität Berlin. The most popular fields of study among respondents included economics and social sciences, followed by mathematics, natural sciences, linguistics, cultural and humanities studies, as well as medicine and engineering. The decision to combine quantitative and qualitative research methods in this pilot study is based on the advantage of strengthening the reliability and validity of the collected data. Qualitative data was used in this article to illustrate the findings obtained from quantitative analyses. The study sample consisted of 68 Albanian students enrolled in various academic disciplines at German universities. Participants were selected randomly to ensure broad representativeness in terms of study programme and academic level (bachelor’s or master’s degree). The sample exhibited a diverse composition in terms of study field, gender, age and prior educational experience. According to demographic data, approximately 60% of the participants were in undergraduate programmes, while 40% were in graduate studies. The students surveyed came from the disciplines of technical sciences, humanities, natural sciences and social sciences. To collect data, both a questionnaire and an interview guide were used, specifically designed for this study to capture both quantitative and qualitative data. The instruments included closed and open-ended questions to gain an indepth understanding of the linguistic challenges faced by Albanian students in Germany. Semi-structured interviews were conducted to obtain detailed insights into the students’ personal experiences and adaptation strategies. To ensure the reliability and relevance of the research instruments, a pretest was conducted before the main data collection phase. This test aimed to evaluate the clarity and appropriateness of the questionnaires. Ten Albanian students studying in Germany at the time participated in the pretest. Feedback from this phase was used to refine the wording of questions and eliminate potential misunderstandings, thereby improving the quality of the main data collection. The data collection process was conducted in two phases. In the first phase, the questionnaire was distributed electronically via an online platform (Google Forms), allowing students to complete it at their convenience. The second phase involved personal and virtual interviews, enabling more in-depth discussions and further elaboration on responses from the questionnaire. The interviews were recorded with the participants’ consent and subsequently transcribed. The quantitative data was analysed using Excel software, while qualitative data from the interviews was processed using HIAT (Semi-Interpretative Working Transcription). The choice of Excel and HIAT for data analysis was based on their specific advantages: Excel is widely used for effectively handling quantitative data, whereas HIAT allows for highly detailed transcription of conversation data. All research instruments, including questionnaires and interviews, were developed in German. The transcribed interviews were structured into sequentially numbered sections. Since the following citations were exclusively taken from these transcriptions, they are presented here in a condensed form. The first digit indicates the page number of the transcript where the citation can be found, while the second digit refers to the corresponding section. The chosen presentation method is based on insights from Angelica Rüdiger’s article Wissenschaftssprachliche Erfahrungen von brasilianischen Studierenden beim Studium in Deutschland, published in Wissenschaftliches Schreiben – Lehren und Lernen, edited by Ehlich & Steets, pp. 305–325. The study revealed that most Albanian students encountered significant difficulties with academic German, particularly specialised vocabulary and complex sentence structures that are prevalent in higher education settings. These linguistic challenges were not confined to the comprehension of lecture materials but also extended into other crucial academic areas, which affected the students’ overall academic experience and performance.

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