Session Information
20 SES 10 A, ‘Super-Diversity’ in Urban Areas and their Schools: Research on Multilingualism and Multiculturalism
Symposium
Contribution
This paper presents the design and preliminary results of a German longitudinal study on the development of bilingual competences of immigrant minority children at the transition from primary to secondary school (11-13 year old). The project is based on preliminary work in the context of a model program entitled ‘Support for Immigrant Minority Children and Youth’ (FÖRMIG; see www.blk-foermig.uni-hamburg.de). As part of this program, the language development of the children was evaluated in order to indicate the quality and success of the support measures. For this purpose, language tests were carried out (in German and for children with Turkish and Russian backgrounds: in both languages). Other data (on cognitive skills, socio-economic background, cultural capital, migration history and the characteristics of the support measures) were collected in order to control for intervening variables. The project is based in a linguistic theoretical framework, namely the assumption that school success is dependent on the performance in academic language rather than the command of everyday colloquial language. The project uses language proficiency data which is collected three times in two years of schooling (in Germany: grades 6 and 7), in 2009 and 2010.
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