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<p>In primary schools, especially in urban districts, heterogeneity of students is enormous. One of these dimensions of heterogeneity is the linguistic dimension. Language diversity is mainly discussed as problem and positive aspects of diversity are often denied. In educational policy and in academic research the field of <i>German as a&#xa0;second language</i> is associated with fostering language acquisition in the mainstream language. In national and international educational studies, on the other hand, the migrant background of children and young people is problematized. In this article, conceptual basics for the diagnosis of linguistic heterogeneity in the first two years of primary school are discussed. Starting from project-data of a&#xa0;two-year practical teaching project it is shown that <i>children with a&#xa0;migration background</i> is not a&#xa0;meaningful pedagogical category, due to great diversity within this group. In contrast, the children’s individual linguistic repertoires are highly relevant and should be the subject of educational diagnostics. However, well-founded support diagnostics are only possible to a&#xa0;limited extent in the context of teaching. The article also discusses the options that teachers nevertheless have.</p>

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Sprachbeobachtung in heterogenen Klassen im Anfangsunterricht

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月28日

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  • Stefan Jeuk

摘要

In primary schools, especially in urban districts, heterogeneity of students is enormous. One of these dimensions of heterogeneity is the linguistic dimension. Language diversity is mainly discussed as problem and positive aspects of diversity are often denied. In educational policy and in academic research the field of German as a second language is associated with fostering language acquisition in the mainstream language. In national and international educational studies, on the other hand, the migrant background of children and young people is problematized. In this article, conceptual basics for the diagnosis of linguistic heterogeneity in the first two years of primary school are discussed. Starting from project-data of a two-year practical teaching project it is shown that children with a migration background is not a meaningful pedagogical category, due to great diversity within this group. In contrast, the children’s individual linguistic repertoires are highly relevant and should be the subject of educational diagnostics. However, well-founded support diagnostics are only possible to a limited extent in the context of teaching. The article also discusses the options that teachers nevertheless have.