Nem tarthat vissza semmi attól... learning to read and write, even if I don't understand everything. Just like you!
Many children learn another language first, before they learn German. In Germany about 1/3 of all elementary school students grow up with two languages, with most learning German as a second language. Do they therefore have a disadvantage compared to the children who have learned German from birth, or perhaps rather an advantage? Is bi-/multilingualism a resource that might immediately lead to a loss of performance when compared to monolingual classmates, but in the long term creates, for example, another awareness about language?
We assume that bi-/multilingualism is not a deficit, and we ask ourselves which learning processes, especially in learning to read and write, deviate between monolingual and bi-/multilingual children. We therefore look for universal similarities and systematic differences.
How can the children's diverse requirements be best handled in school, and can these factors, which at first glance appear to be shortcomings - such as migration background or an established need for language support - be used positively?