Cooperation for Better German as a Foreign Language Teacher Training
New University Network in Northern and Southwestern Europe

12 universities have already signed contracts, and 14 more higher education institutions are preparing to join. For three years, a network has been growing in Europe that develops the German as a Foreign Language (GFL) teacher training program. The Goethe-Institut supports this and provides, among other things, content from its training, advanced training, and continuing education series “Deutsch Lehren Lernen” (DLL). The goal of the cooperation is to strengthen the German language with sufficient and well-qualified teachers. From October 19 to 21, 2026, the partners met at a symposium at the University of Valencia in Spain.

By Janna Degener-Storr

Janna Degener-Storr talked about this with six experts: Prof. Dr Andreja Retelj (University of Ljubljana in Slovenia), Prof. Dr Lies Sercu (Catholic University of Leuven in Belgium), Dr Diana Šileikaitė-Kaishauri (Vilnius University in Lithuania), and Dr Gintarė Gelūnaitė-Malinauskienė (Vytautas Magnus University Kaunas in Lithuania), as well as Tony Heinig (Head of Language at the Goethe-Institut Madrid), and Rafael D. Deschka (Head of Language in the Europe II Region and Deputy Director of the Goethe-Institut Netherlands).

Why does the German language need to be strengthened in Northern and Southwestern Europe?
 
Rafael D. Deschka: The region comprises a total of 26 Goethe in 22 countries, from the Baltic countries to Portugal and Malta. In most countries in the region, the number of people learning German is declining. Common causes for this include a lack of German teachers or the choice of other foreign languages. Future waves of teacher retirements will reinforce this development in many places. In Estonia, Latvia, and Lithuania, we are witnessing very dynamic growth, as German is being newly introduced in many institutions here – often instead of Russian.

Lies Sercu: In Flanders, there is a shortage of teachers because the reputation of the profession is not good. Classroom management, for example, is considered difficult, and teachers, especially at the beginning of their careers, have to be prepared for frequent school changes. This leads schools to actively recruit students from our university who take on teaching activities alongside their studies.

Andreja Retelj: The shortage of qualified German teachers in Slovenia has been a concern for us at the university for several years. We notice that fewer and fewer young people are choosing to study education and also the subject of German. Possible reasons for this are the low social appreciation of the teaching profession and the working conditions perceived as unattractive.

Tony Heinig: For Spain, the challenge lies less in a general shortage of teachers and more in the fact that positions specifically for German as a foreign language are increasingly rarely advertised in the public school system. The subject increasingly appears only as an additional qualification of, for example, English teachers, and German is losing visibility. This directly affects the quality of teaching. Language competence of the teachers alone is not enough, because teaching German requires teachers who are well trained in methods and didactics, who motivate learners and convey German as a living, relevant language. In the long term, a vicious circle arises. Due to the lack of qualified teachers, schools offer German less frequently. As a result, fewer young people learn the language, and it also becomes increasingly difficult to recruit new teachers.

Diana Šileikaitė-Kaishauri and Gintarė Gelūnaitė-Malinauskienė: German as a foreign language was strongly represented in Lithuania at general education schools after the declaration of independence in 1990. In 2003/2004, 20 percent of students were learning German. Then the number of German learners dropped drastically because students preferred English or Russian. Many German teachers changed their professional orientation. Meanwhile, the numbers are rising again. This is certainly also due to the fact that the Goethe-Institut Lithuania, the Lithuanian Association of German Teachers, the DAAD (German Academic Exchange Service), the two universities, and other institutions, cultural and educational institutions have been trying for several years through various measures and projects to motivate people to learn German. In addition, Russian has lost its historically strong position due to political developments, and Lithuania has meanwhile developed into a democratic state in which European values play a major role. Last but not least, it should be mentioned that Germany, as Lithuania's number one economic partner, is attractive and that a German tank brigade is now stationed in Lithuania. Why should universities and Goethe-Institute cooperate in training GFL teachers?

Andreja Retelj: Choosing to collaborate with the Goethe-Institut has a lot to do with my own professional path. Before I came to the university, I spent several years teaching German at a high school and later completed the training to work as a tutor for the Goethe-Institut in their training, further education, and continuing education program, “Deutsch Lehren Lernen” (DLL). These experiences had a big impact on me professionally. What was especially important for me was the connection between theory and practice, as well as consistently reflecting on my own teaching. These core ideas still guide my teaching today. When I took over the subject-specific teaching courses after my PhD, it was only natural for me to incorporate these elements into the training of our students. That’s why cooperation with the Goethe-Institut was a logical and consistent step for our institute. I wish for our students to learn, already during their studies, not only to plan and conduct lessons, but also to critically reflect on them and further develop them on a scientific basis.

Lies Sercu: We hope and have experienced over the past two years that our teacher training for German as a Foreign Language remains up-to-date through cooperation with the Goethe-Institut. For example, a lecturer from the Goethe-Institut conducted practical exercises on speaking skills with our students in a lecture. Our students are also enthusiastic about the DLL units because they see real lessons on video and benefit from the well-thought-out final assignments. We as a university team also continually receive new impulses to further professionalize our work: For example, we deal with how we can use the DLL units better, improve collaboration, and promote the GFL teacher training. Diana Šileikaitė-Kaishauri and Gintarė Gelūnaitė-Malinauskienė: Our student body is very heterogeneous. Some, for example, study German as a Foreign Language as an elective, others choose German Studies (Vilnius) or German Language and Communication (Kaunas) as their major with or without a teaching option, and yet others decide on German Studies or German Language and Communication as a minor. DLL can be well integrated into the various offerings, for example into internships. Students can then apply what they have learned directly in the classroom and try themselves out as teachers. It can happen, for instance, that students decide to pursue a career as a GFL teacher during their studies or, in their profession, teach German within their specialized teams, for example, as a computer scientist. Additionally: Many of our current students in Lithuania did not have German classes in school. Therefore, they need a lot of time and motivation to learn the language. In addition, they are supposed to deepen their knowledge in linguistics, literary studies, and didactics. We can only achieve this if we work in a learner-oriented way and put interaction at the center. DLL provides for this and offers students the opportunity to learn independently through an online platform. This way, we can better meet the different needs.

Tony Heinig: We don’t just need to ensure German classes in Spain, we need to develop them further in quality. Teachers need confidence in what they do, practical experience, and the ability to plan, observe, and improve lessons from the learners’ perspective. If we want to secure the future of German teaching, we have to be present where the teachers of tomorrow are trained. Universities are key partners for this: they design curricula, shape students’ professional understanding, and bring in scientific expertise. The Goethe-Institut complements this with experience in training German teachers worldwide, international networks, and closeness to classroom practice.

Rafael D. Deschka: For the universities, the European network offers a framework for multilateral cooperation in teaching, research, and above all in promoting young talent. The use of DLL creates a common basis here, and the bilaterally contractually secured partnerships between the universities and the Goethe-Institut can have a sustainable and systemic impact. Further joint projects, research initiatives, and exchanges can create synergies and strengthen the professional discourse in the fields of teacher education, German studies, and German as a foreign language. In addition, the network strengthens international cooperation. Different perspectives, educational contexts, and experiences can be brought together, thereby generating innovative solutions for common challenges in German language teaching What potential do you see in the cooperation between universities?

Diana Šileikaitė-Kaishauri and Gintarė Gelūnaitė-Malinauskienė: The representatives of German teacher education at the largest Lithuanian universities have always been in contact with each other and, for example, have jointly participated in conferences of the Lithuanian German Teachers' Association, which take place alternately in Vilnius and Kaunas. We as universities are set up differently: In Kaunas, we focus on communication, literature, as well as professional and intercultural skills; in Vilnius, on the development of traditional German studies skills in combination with general skills such as critical and creative thinking, teamwork, and digital competence. Nevertheless, we cooperate under the common hashtag “Deutsch verbindet” (“German connects”). The Goethe-Institut supports us in sharing ideas with each other.

Lies Sercu: We also work closely with another major university, the Catholic University of Louvain-la-Neuve. We are located in Flanders, the Flemish part of Belgium, while the other university is in Wallonia, the French-speaking part of Belgium. Therefore, we are not competitors anyway, but friends. The cooperation is part of our internationalization, so we also offer joint courses. Meanwhile, the University of Antwerp has also become a cooperation partner. I am curious to see how this cooperation develops. And at the International German Teacher Conference in Lübeck, I met representatives from universities in Spain, Italy, and Greece for the first time, who also work in German teacher training. I had the feeling that we understand each other and do the same work under different circumstances. During the DLL preparation for the lecturers and in various forums, we discussed which content should definitely be included in the available time.

Andreja Retelj: I do not believe that a university can solve the current challenges on its own. That is precisely why exchanging ideas with colleagues from other countries is so important to us. Many of the challenges we face also concern universities in different countries in the same way. Therefore, I think it is important to share experiences, learn from each other, and seek solutions together. Different perspectives, in particular, often help to further develop one's own work.

Tony Heinig: The cooperation strengthens the universities: science and practice are more closely connected, exchange formats are created, and lecturers receive new impulses for their study programs. In the long term, I hope for a European university network in the field of German teacher training. Many countries face similar challenges, so closer international exchange can be very constructive here. The network can become a driving force for innovation and quality development. Universities share experiences, develop joint ideas, and strengthen the professional profile of German teachers across national borders What effects has the DLL university network already shown?

Diana Šileikaitė-Kaishauri and Gintarė Gelūnaitė-Malinauskienė: In Lithuania, the number of students has already increased somewhat since we started cooperating more closely with the Goethe-Institut, although political developments certainly also play a role. In 2016/2017, 7.3 percent of pupils in Lithuania were learning German; now it is at least 11.7 percent. We also observe that interest in degree programs focusing on German studies or German language and communication, including teacher training programs, is rising. Andreja Retelj: We observe the effects of the cooperation primarily in our daily work with the students. Many analyze lessons more consciously today and are able to better justify their didactic decisions. The concept of the DLL units shows the students that theory also plays an important role. Because sometimes they complain that their studies are too theoretical. The collaboration is also important for our department. Instructors increasingly adopt new didactic approaches and adapt them to the needs of our students. Reflection plays a significantly larger role today than it did a few years ago, and we consistently try to connect theory and practice. In addition, new teaching materials, joint projects, and research papers are created, which in turn flow back into our teaching.

Tony Heinig: The most important effect is that universities and Goethe-Institut systematically combine their different strengths: scientific expertise on one hand, practical relevance and international experience on the other. This creates a clear added value for education. For students, it results in a clearer picture of the profession. They experience that good teaching is more than just language instruction: it is about learning processes, motivation, interaction, and professional confidence. In Spain, we see a growing interest in practice-oriented and internationally focused study programs. DLL makes visible which skills students acquire and which professional perspectives open up. Instructors also gain access to international networks and come into contact with colleagues from other countries. This leads to professional discussions, new perspectives, and joint projects. In addition, the cooperations offer opportunities for further education, for example through DLL qualifications and exchange formats.

Rafael D. Deschka: Especially in view of developments in digitalization, multilingualism, and AI, this professional exchange is particularly important. The joint reflection process is especially valuable. Instructors become part of a community that collectively continues to develop the quality of German teacher training.