Formal and informal early education of Turkish-origin children in Germany
Formal and informal early education of Turkish-origin children in Germany
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DOI：
10.1080/03004430.2014.944516
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发表时间：
2016-01-01
影响因子：
1.4
通讯作者：
Klein, Oliver
中科院分区：
文献类型：
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作者：
Becker, Birgit;Boldin, Elena;Klein, Oliver
缺乏足够的德语技能经常被认为是移民子女在德国教育系统中处于不利地位的主要原因。本文分析了德国土耳其裔儿童接受正规和非正规早期教育的机会，以及这些早期教育环境对儿童德语习得的影响。我们使用刺激亲子活动的频率作为非正规教育的指标，并使用学前班语言教学课程的参加率作为正规教育的指标。实证结果表明，土耳其裔家庭的亲子活动的频率取决于父母的社会背景和德语技能。最经常使用学前语言教学方案的是那些最有可能需要这种方案的儿童：德语技能水平低的儿童。对于德语技能的发展，亲子活动似乎是最重要的。
A lack of adequate German language skills is often discussed as a major reason for the disadvantage of children of immigrants in the German educational system. This article analyses the access to formal and informal early education of Turkish-origin children in Germany and the influence of these early education contexts on the children's German language acquisition. We use the frequency of stimulating parent-child activities as an indicator of informal education and the attendance in language instruction programmes at preschool as an indicator of formal education. The empirical results show that the frequency of parent-child activities in Turkish-origin families depends on parents' social background and German language skills. Language instruction programmes in preschools are most frequently used by children who most likely need such programmes: children with low levels of German language skills. For the development of German language skills, parent-child activities seem to be most important.