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Department of Educational Sciences and Psychology

Tuesdays for Education on May 14 on the topic of linguistic diversity

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Das Foto zeigt den Blick einer Lehrkraft auf mehrere Schüler*innen, die ihre Hand heben und aufzeigen. Darunter befindet sich der Schriftzug "Tuesdays for Education". ©​/​FatCamera

Primary school children with a non-German family language show clear reading literacy deficits, but often receive no support.

Basic skills such as reading are of the utmost importance for a successful school career, equal opportunities and social participation. The special evaluation of the Progress in International Reading Literacy Study 2021 (PIRLS) shows that German is not the native language of one in four primary school children. Children who only learned German at school have particularly high competence gaps. The distribution of immigration times also points to the need for different language support concepts. In the German lessons of almost half of primary school children, students with German as a second or foreign language never or only rarely receive specific support. The heterogeneous student body requires different types of support, which often do not yet exist sufficiently.

Further information can be found in the press release and in the short report.