Is the first language a resource, an obstacle, or irrelevant for language minority students' education?

Autor/inn/en	Edele, Aileen; Seuring, Julian; Schotte, Kristin; Kristen, Cornelia; Stanat, Petra
Titel	Is the first language a resource, an obstacle, or irrelevant for language minority students' education?
Quelle	Aus: Weinert, Sabine (Hrsg.); Blossfeld, Gwendolin Josephine (Hrsg.); Blossfeld, Hans-Peter (Hrsg.): Education, competence development and career trajectories. Analysing data of the National Educational Panel Study (NEPS). Cham: Springer (2023) S. 349-367 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Methodology of educational measurement and assessment
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; online; Sammelwerksbeitrag
ISBN	978-3-031-27006-2; 978-3-031-27007-9
DOI	10.1007/978-3-031-27007-9_16
Schlagwörter	Bildungserfolg; Sprachfertigkeit; Erstsprache; Zweitsprache; Bilingualismus; Muttersprache; Migrationshintergrund; Einflussfaktor; NEPS (National Educational Panel Study)
Abstract	Successful integration into the education system is of major importance for the future prospects of immigrants and their children as well as for the social cohesion and viability of the receiving societies. Language is generally viewed as an important aspect of this integration. Whereas there is widespread agreement that the language of the residence country (L2) is crucial for students' educational success, the relevance of the language of the country of origin (L1) is disputed. Adopting an interdisciplinary perspective and drawing on NEPS data, this contribution focuses on the role of L1 in the educational success of immigrants and their children and examines whether L1 serves as a resource, is an obstacle, or is mostly irrelevant. We describe key arguments and theoretical positions related to this issue and present findings from the project 'The role of immigrants' first and second language proficiency for social integration, particularly in education: Analyses of NEPS data'. We conclude by discussing these results and suggesting future avenues for research. (übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/1