Learners with a migration background are defined as children who, or whose ancestors,
have immigrated to Germany in the last decades. Nowadays it is quite difficult to
identify those learners. Not all of them have a different citizenship and some even
indicate German as their first language. Nevertheless they sometimes have immense
difficulties with the German language and therefore also in school.( Knapp 2006, 1)
With this peace of work I will explain the items to measure language competence and
some others, than migration background, that have influence on learning success.
Furthermore I will expose the graduation chances of learners with migration
background, describe their second language development and the options to assist those
learners.
[...]
Table of Contents
1 Introduction
2 Term definitions
2.1 Items to measure language competence
2.1.1 Items for the native language
2.1.2 Items for the second language
2.2 Items that influence learning success
2.2.1 Items with influence on performance in school and the attitude towards it
2.2.2 Items with influence on the acquirement of language competences
3 Disadvantages of learners with a migration background
3.1 Discrimination of learners with migration background
3.2 Second language development
3.2.1 Preschool second language development
3.2.2 Second language competences in school
3.2.3 Reasons for second language acquirement problems
3.3 Ways of assistance in second language acquirement
3.3.1 Assistance in second language acquirement in preschool institutions
3.3.2 Assistance in second language acquirement in school
3.4 Inclusion of the first language
4 Conclusion
Research Objectives and Key Topics
This paper examines the factors contributing to learning disadvantages among students with a migration background in the German school system. It explores the relationship between linguistic competence, socioeconomic status, and academic success, while evaluating effective intervention strategies for second language acquisition.
- Measurement criteria for native and second language competence
- Impact of socioeconomic status on school performance
- Developmental challenges in second language acquisition
- Pedagogical strategies and institutional support programs
- The role of the first language in cognitive and linguistic development
Excerpt from the Book
3.2.1 Preschool second language development
There is little cognition about first language competences of children with migration background before school. One can assume that they usually handle their first language accordant to their age. (Knapp 2006, 2)
Their competences in their second language are much lower: Between 70% and 90% are substandard or even in risky spheres. They have gaps in morphology, syntax or pragmatics and their word pool is quite small. In general nursery school is conducive to language acquirement, but some children with migrant background know too little German to participate in the communication, actively or passively. (Knapp 2006, 2)
There have been discussions whether bilingualism has a positive or negative influence on language acquirement. Today it is known that success or failure of learning depend on the social circumstances that children grow up in. (Knapp 2006, 2)
Summary of Chapters
1 Introduction: Defines the target group of learners with a migration background and outlines the scope of the investigation regarding language competence and school success.
2 Term definitions: Explains the criteria for measuring language proficiency and identifies external factors, such as social background, that influence academic learning success.
3 Disadvantages of learners with a migration background: Analyzes the challenges faced by these students, focusing on language development, discrimination, and specific support strategies in schools and preschools.
4 Conclusion: Synthesizes the findings and advocates for systematic language support and increased parental involvement to improve educational equity.
Keywords
Migration background, Second language acquisition, Language competence, School performance, Socio-economic status, Preschool development, Bilingualism, Educational disadvantage, Remedial teaching, Integration, Intercultural education, Linguistic proficiency, Primary school, First language, Support programs
Frequently Asked Questions
What is the primary focus of this paper?
The paper focuses on the educational challenges faced by children with a migration background in Germany, specifically analyzing their difficulties with the German language and how these impact their overall academic achievement.
What are the central themes discussed?
Key themes include the measurement of language competence, the influence of a student's socioeconomic and cultural background on learning, and the effectiveness of various support structures in preschools and primary schools.
What is the core research goal?
The goal is to explain which factors determine learning success and to illustrate how systemic assistance, such as specialized language courses, can help mitigate disadvantages for students with a migration background.
Which scientific methods are applied?
The work is based on an analysis of existing sociological and pedagogical studies, supplemented by the author’s own observations in nursery and primary school environments.
What does the main body of the work cover?
The main body covers terminology for language measurement, theories on second language acquisition, the impact of discrimination, and detailed strategies for linguistic assistance in both preschool and school settings.
What are the characteristic keywords of this work?
Primary keywords include migration background, second language acquisition, language competence, educational disadvantage, and integration.
How does the author view the role of the first language?
The author argues that the first language should be included in the learning process, as it provides a foundation for comparing linguistic principles and strengthening a child's overall awareness of language structure.
Why is parental involvement considered crucial?
The author concludes that children whose parents have a command of the German language perform better, suggesting that parental education and language courses are essential for the child's academic success.
- Citation du texte
- Katharina Grafmüller (Auteur), 2006, Language and Learning Disadvantage, Munich, GRIN Verlag, https://www.grin.com/document/122352
