Is the First Language a Resource, an Obstacle, or Irrelevant for Language Minority Students’ Education?

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.

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and nonimmigrant students.

“…Relatedly, it might be that first-generation immigrant and refugee children in these classrooms do not feel the urge to assimilate, but they can instead navigate between the family’s and school’s cultures. The emphasis on children’s family language is important, as research showed that fostering children’s first language can also enhance their school achievement (Edele et al, 2023; Kirss et al, 2021). Moreover, this can indirectly promote German reading comprehension (Edele & Stanat, 2016), but effects may be delayed and not be visible in elementary school yet.…”

Culturally responsive teaching self-efficacy and cultural diversity climate are positively associated with the academic and psychological adjustment of immigrant and non-immigrant students

“…It could be that in classrooms where heritage and intercultural learning is enhanced, multilingualism plays an important role (Schachner, 2019). Research showed that fostering children's first language can also enhance their school achievement (Edele et al, 2023;Kirss et al, 2021). Thus, while reading comprehension in the school language might be diminished, there might be a stronger appreciation of children's first language skills.…”