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This article presents results of the project German at Work: the Linguistic and Communicative Integration of Refugees, which is conducted at the Leibniz Institute for the German Language (IDS). The first part of the article addresses the two-step survey of the language level in the general integration courses, which was conducted in conjunction with the Goethe-Institut. For the initial survey at the beginning of the courses, a tablet survey was used to collect the social data and language biographies of the participants. The second survey at the end of the same courses used an analysis of language recordings to identify the oral skill level achieved by the participants. In the second part of the article, we present results of our ethnographic and discourse analytical field studies that we conducted in various work contexts such as training measures, dual training settings and in-company internships. With reference to the key questions on mutual understanding and language instruction in the workplace, we identified three prototypical practices as part of our ethnographies and we discuss them in detail: a) “little confirmation of understanding and language instruction”, b) “ad hoc confirmation of understanding and language instruction” and c) “systematic confirmation of understanding and language instruction”. In addition, in the last part of the article we focus on the results of our long-term ethnographic study on in-company internships of refugee university students. Based on the study of repairs, the development of interactional skills of an L2 speaker is shown that highlights his increasing communicative integration in team meetings. ; Der Beitrag präsentiert Ergebnisse des Projekts „Deutsch im Beruf: Die sprachlich-kommunikative Integration der Flüchtlinge“, das am Leibniz-Institut für Deutsche Sprache (IDS) durchgeführt wird. Im ersten Teil wird auf die zweistufige Sprachstandserhebung in den allgemeinen Integrationskursen eingegangen, die zusammen mit dem Goethe-Institut umgesetzt wurde. Bei der ersten ...
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