Mehrsprachigkeit und Schulerfolg – die europäische (deutsche) Perspektive

Claus Altmayer


Multilingualism and multilingual education in Africa are different from multilingualism and

multilingual education in Europe. Nevertheless, to some extent the circumstances are comparable. In

both regions there are currently important academic and political discussions about the significance of

the first language in the process of second language acquisition and about the effectiveness of

bilingual education. Against this background the paper outlines the discussions in Germany about the

impact "mother tongue education" may have on the acquisition of a second language (German), on the

one hand, and on the different models of bilingual education, on the other hand, especially with regard

to migrant contexts. There is some research on these topics, but more empirical evidence is urgently

needed, in Europe as well as Africa.

Keywords Schlüsselbegriffe: Mehrsprachigkeit, Migration, Muttersprache-unterricht, Herkunftssprache,bilingualer Unterricht, Interdependenzhypothese, konzeptionelle Schriftlichkeit

: multiligualism, migration, mother tongue education, language of origin, bilingualeducation, interdependece hypothesis, conceptual writing

Full Text:




  • There are currently no refbacks.

ISSN 2224-3380 (online); 1726-541X (print)

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License

Powered by OJS and hosted by Stellenbosch University Library and Information Service since 2011.


This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.

SUNJournals Help