Schrifterwerb unter den Bedingungen von Mehrsprachigkeit und Fremdsprachenunterricht

摘要

In this book, the thirty-seventh in a series published by IMIS, the contributors investigate to what extent multilingualism and/or foreign-language teaching influence children's acquisition of reading and writing skills in primary school. Thus, the volume is directly related to recent discussions on the role of language at school and the policies involved. In Germany, national and international student assessment studies have revealed the significance of literacy for school careers and success in professional life. Furthermore, these studies point out that children with a migration background perform significantly worse in languages, mathematics and science than do their monolingual counterparts. Nevertheless, multilingual high-school students perform better than monolinguals in English as a foreign language (EFL). That is why researchers on the acquisition of literacy focus on the foreign-language classroom - particularly at the secondary-school level, the early foreign-language classroom having been almost neglected. The same applies to studies on literacy and multilingualism.