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j0___PPT10 pp*___PPT9 z? ,O =\W" Children Crossing Borders Research Project Language and Policies Shaping the Voices of Parents and Professionals in Preschool Settings: An experience from Germany H,b  K Henriette Heimgaertner Institute for Contextual Child Development (ISTA) ,LIb     o(The Context: Policies "  16 federal states have statutory responsibility for educational policies 2003-2005 all states issue new curricula for early childhood education most programmes stress special language support for children with a migration background   L4The Context: Policies  2-  "   2004: joint decision of Standing Committee for youth and education  language support to be embedded in personal relationships with and meaningful activities for children creation of observation and mesurement instruments for language development*MJC k  K x)The Context: Practice   "  p language tests are divorced from children s every day experience often done by outsiders not familiar with children focus on grammar and vocabulary and not communication skills Z   y*4The Context: Practice  2-  "    need for special support is acknowledged, but no additional staff resources in child care centres in-service training insufficient as educators have very little experience with multi-linguacy of children diverse needs of children depending on their home language    |+ Observations     policies about language support are about learning the dominant language school readiness defined in terms of knowing the dominant language poor language skills seen as singular cause for poor school success multi-linguacy not seen as an asset6I D I$ 8Explorative Questions   How are these policies and practices mirrored by migrant parents and educators? What are the differences/commonalities between parents and educators? What is the reality? How do children deal with language?  },\Language & School: migrant parents voices  1-//Z Int: what do you wish your child should learn here in the kindergarten? Aishe: First, of course the German language. How they handle it here, I find it good that children are reminded, if they talk in their mother tongue, that they don t use their mother tongue, but they should speak German. That is very good. Nrgn: With my son it is okay, he learns German well and he counts from one to ten; he has what I wish, and I like it. (DBKH pa, as 380- 387)hEq     -^Language & School: migrant parents voices  2- &0. f  fInt: But ideally, .. would you prefer to have more educators .. that speak Russian, or is it on the contrary important for you that the children speak German? Katya: It s important. Olga: of course, very (nodding) Katya: Because at home we don t speak German with her and she must learn the language, so when she goes to school she will not fall behind. And how it is now, it is good that the educators are German. (DBM pa, nw 17  20)x"         9\Language & School: migrant parents voices  3-//. Int: And what do you wish for? How language is dealt with in the kita? Translator for Turkish mother: She would like/ she wishes that in the kita the German language would be taught more. Because she thinks there are such different children here, Arabic, Turkish speakers and she would like for the children here to also/ for the teachers to also teach that more here, that the children speak German and set up programs accordingly for the children. (DBKH pa, aj 105-106) &""-""&7""""" " @        :BParents perspectives on language"" !  learning German is the key expectation of parents; discussed in relation of preparing children for school and school success kindergarten is expected to provide support for learning German  it is one of the main criteria for choice of institution family language is important to parents  but it is the task of the family no preference for mother tongue teachers at kindergarten ;XLanguage & School: professionals voices  1---<   ~ Erica: Unfortunately that s just how it is, they have to learn the language. I think it s stupid to always say  you re going to school soon, you know because I think it s stupid when we always say here,  yeah, kita is just as important then to always bring up school. Eva : Yes, I find it correct, if you live in one country, one needs to speak as they speak there& .. If one wants to live here, then one must speak German.(FBM ed, ajcp 71) "&,"""&"""      4XLanguage & School: Professionals voices  2---*  Int: What would you .. wish for the children now as far as language goes? Anke: A healthy native language. ((Serap ((starting to smile in agreement)): Yes, exactly)) A good .. a healthy native language that you can build on. I think, where the little beginnings, where it s really discussed with the children, that you certain/ only has to be one thing a day/ for example sitting down together at the dinner table or something like that, that it s done together and where [children] experience the language. I think this is a beginning. Anja: I think that the children ought to come much sooner to the Kita ((Sabine: Yeah, good, I did, too)), I mean, then you can start there. Where you really say they go to Kita at two years old. Because children learn fast, that is/ that would actually be a point where you can start. (DBKH ed, aj 305-307)PZ&I"&3""" "d" ""&/""""HK    3  6FEducators perspectives on language$$ # l children should learn German in the kindergarten: some say: as early as possible pressure on educators to teach and on children to learn the language children need good ( healthy ) knowledge of family language teaching family language is a task of the parents pressure on parents to teach family language 775 .4Strategies of Children  1-4  *   Anne : ..I have to honestly say .. that even during free play, they .. spent the whole day together and really, I then observed this more during an extended period of time, all day long they spoke Russian with each other, did not speak one syllable of German, really. And then I did eventually say:  You know, you all sooner or later you have to converse in German here, not here in the kindergarten but where you live. And quite a few of you can already do it very well, they can help the others (EBKF ed, as 58)8     24Strategies of Children  2-4  *   Anne: Yeah, we have quite a few children, they conversed with great effort with each other in German, until through a really dumb coincidence they find out they speak the same mother tongue and since then they talk like that if its s at all possible to only speak Russian with each other That was quite a big group, too. Int: And how do you all then deal with it? Vanessa: You know, we remind them about it, ya know. Sabine: Yeah, to a certain extent we do. (EBKF ed, as 53  56) >)/#      34Strategies of Children  3-4  *   |Int: One moment, please, I believe you (Elenka) still wanted to say something& Elenka: Yeah, yeah. Whenever the children play outside, I ve already heard many times, uh the children from Russia, for example, when they play together with each other, the children speak only in Russian. Int: Ah, yes. Elenka: Spontaneously in Russian. And then a German child comes, yes, the children can already speak with him in German. Int: So they switch then. Elenka: Yes ( ). Int: And what do you think of that? Elenka: Yeah, well I think it s nice. (DJK pa, pwas, 239-247) ?Z&K&"&& " & &"&" & r & $"$(&(,",0&00&04"48&88&8<"<&!&"& && " ( "  s    &   /FChildren s Strategies: observations$$#  language used as a tool of exclusion or inclusion children of same language groups play together using home language children switch language when others join children transform the mono-lingual kindergarten into a multi-lingual environment educators allow for family language being spoken in the kindergarten educators: shift from not valuing the cultural background of children /^_pz{~ "#$&P@b  ` ` ̙33` 333MMM` ff3333f` f` f` 3>?" dd@$z?" dd@  " @ ` n?" dd@   @@``PR    @ ` ` p>> }u  (    6o "p<$ 0  a-Klicken Sie, um das Titelformat zu bearbeiten. .n  0|r "`<$ 0  pKlicken Sie, um die Formate des Vorlagentextes zu bearbeiten Zweite Ebene Dritte Ebene Vierte Ebene Fnfte Ebene=     q(  0\w "g   , Henriette Heimgaertner EECERA Prague 2007&-,, f  0A?"pVZB   c $D"ZB   c $D"   B "[\ / \*H  0޽h ? ̙33___PPT10+ D'  = @B D' = @BA?%,( < +O%,( < +D' =%(%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D ' =%(D ' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=%(D' =-g6B fade*<3<*=D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*=J%(D' =-g6B fade*<3<*=JD8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*JW%(D' =-g6B fade*<3<*JWD8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*Wd%(D' =-g6B fade*<3<*WdD8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*dq%(D' =-g6B fade*<3<*dq+p+0+0 ++0+0 + $BBP Engl.ita.feb07q  5-@ (    66 "p<$ 0  0 $  09 " `  <$ 0  r>Klicken Sie, um das Format des Untertitelmasters zu bearbeiten? ?  0= "``  X*  0lA "`   Z*  0E "`   Z*f  0A?"   0I"  };INTERNATIONALE AKADEMIE an der Freien Universitt Berlin &< 2#ZB   c $D"H  0޽h ? ̙33___PPT10+ˠD0'  = @B D' = @BA?%,( < +O%,( < +D2' =%(%(D' =%(Db' =K@BB BBPB0B%(/%(D' =1:Bvisible*o3>+B#style.visibility<*%(D' =-g6B fade*<3<*D' =%(D' =%(D8' =A@BB BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*?%(D' =-g6B fade*<3<*?+p+0+0 ++0+0 +F 0 `$V(  $  $ N̥pFpF     v* R))RR{{ $ NpFpF  w  x* R))RR{{d $ c $ ?B m R $ N0pFpF D3  pKlicken Sie, um die Formate des Vorlagentextes zu bearbeiten Zweite Ebene Dritte Ebene Vierte Ebene Fnfte Ebene=     q $ T(pFpF     v* R))RR{{ $ TtƉpFpF  w  x* R))RR{{H $ 0Ηph ? ̙3380___PPT10.& 9p  (      NPqpFpF     v* R))RR{{  NHpFpF  w  x* R))RR{{  TpFpF     v* R))RR{{  TpFpF  w  x* R))RR{{H  0Ηph ? ̙3380___PPT10.&=b $ 0(0p(  p p  0]S" E    p  0^S" F p<$ 0  H p 0޽h ? ̙33y___PPT10Y+D='  = @B +   $p(    s *`S" p     s * S" <$ 0  H  0޽h ? ̙33___PPT10i.C ۡ+D='  = @B +'  >64(  4 4 s *PS" p    4 s *DVS" I<$ 0  &pQvwH 4 0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB(     0\S" p      0S" I<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB(     0$ÍS" p      0ȍS" I<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB$(  $ $  0ЍS" p    $  0ՍS" I<$ 0  &pQvwH $ 0޽h ? ̙33___PPT10i.f'+D='  = @B +3 " JBP(     0-S"pp pp      0~S"pp pI<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB,(  , ,  0ލS" p    ,  00S" I<$ 0  &pQvwH , 0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB4(  4 4  0S" p    4  0dS" I<$ 0  &pQvwH 4 0޽h ? ̙33___PPT10i.f'+D='  = @B +3 # JBp(     0S"pp pp      0dS"pp pI<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3 $ JB(     0`yS"pp pp      0H<S"pp pI<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3 & JB(     0&S"pp pp      0 S"pp pI<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB0p(  p p  0CS"pp pp    p  0PS"pp pI<$ 0  &pQvwH p 0޽h ? ̙33___PPT10i.f'+D='  = @B +3   JB@(     0QS"pp pp      0DWS"pp pI<$ 0  &pQvwH  0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JBP<(  < <  0]S" p    <  0\cS" I<$ 0  &pQvwH < 0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB``(  ` `  00lS"pp pp    `  0sS"pp pI<$ 0  &pQvwH ` 0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JB h(  h h  0S"pp pp    h  0xS"pp pI<$ 0  &pQvwH h 0޽h ? ̙33___PPT10i.f'+D='  = @B +3  JBpD(  D D  0ȀS" p    D  0$S" I<$ 0  &pQvwH D 0޽h ? ̙33___PPT10i.f'+D='  = @B + 0 #(  ^  S $B m    c $c$D3   The Standing Committee is the key policy forum for the states: it issues general guidelines to be implemented by the states; There is a clear stress on language support being part of the everyday activities and the life of children in a child care centre. There are recommendations of how language support should be handled but no prescriptions; however the instrument introduced in Berlin is compulsory for all children in kindergarten*  H  0Ηph ? ̙3380___PPT10.4P]" 0 3+P(  ^  S $B m  %  c $(Љ$D3   uThe background to this presentation: in analysing the data from the five country study, we found that focus group interviews in Germany dwelt on language issues more often than parents and educators from other countries. We felt that there was a clear link between the discourses of parents and educators on the one hand, and public policy and decision makers on the other.vv v H  0Ηph ? ̙3380___PPT10.80s.( 0 >(  ^  S $B m    c $A$D3   4Since educational policy is vested in the 16 federal states there is a great diversity in policies: But despite differences in policy , we often find similar contradictions. Results of PISA are at the root of efforts to draft new curricula for early years education over the last five years; The PISA study established that school success is dependent on social class and origin of parents In particular, states with large migrant communities offer special language support programmes  *% aa H  0Ηph ? ̙3380___PPT10.qD) 0 jb(  d  c $$B m  V  s *~$D3    despite a discourse of focussing on individual language support, often tests are administered for all children; researcher say that texts are not culturally relevant and divorced from the children s experiences  H  0Ηph ? ̙3380___PPT10.4P]}* 0  (   d   c $$B m     s *D $D3   wE- While a need for special support has been established, the last years have seen a constant decline in the ratio of children per educator; - In-service training often only scheduled for two days, this is insufficient given the poor knowledge of educators and the diversity of needs of children with different home languages E H   0Ηph ? ̙3380___PPT10.4P]&+ 0 (6(  (d ( c $$B m   ( s * $D3     H ( 0Ηph ? ̙3380___PPT10.4P]v, 0 0(  0d 0 c $$B m   0 s *H$D3   p<There is a whole conversation about learning in Kindergarten< H 0 0Ηph ? ̙3380___PPT10.4P]&- 0 86(  8d 8 c $$B m   8 s *$D3     H 8 0Ηph ? ̙3380___PPT10.4P]&. 0 @6(  @d @ c $$B m   @ s *$ $D3     H @ 0Ηph ? ̙3380___PPT10.4P]&/ 0 @H6(  Hd H c $$B m   H s *,5 $D3     H H 0Ηph ? ̙3380___PPT10.4P]&2 0  d6(  dd d c $$B m   d s *) $D3     H d 0Ηph ? ̙3380___PPT10.4P]&3 0 0l6(  ld l c $$B m   l s *t/ $D3     H l 0Ηph ? ̙3380___PPT10.4P]&4 0 t6(  td tc $B m   ts *dSD3     H t 0Ηph ? ̙3380___PPT10.4P]&6 0 6(  d c $B m   s * D3     H  0Ηph ? ̙3380___PPT10.4P]&8 0 `6(  d c $B m   s *lD3     H  0Ηph ? ̙3380___PPT10.4P]&9 0 6(  d c $B m   s * LD3     H  0Ηph ? ̙3380___PPT10.4P]&: 0 6(  d c $B m   s *| D3     H  0Ηph ? ̙3380___PPT10.4P]&; 0 6(  d c $B m   s *fD3     H  0Ηph ? ̙3380___PPT10.4P]r0 7L7W^ o "xfR^ 0 8fP*ey `Lz >!6$(w  / 0DTimes New RomanTT*ܖx: 0ܖDArialNew RomanTT*ܖx: 0ܖ Oh+'0T hp|    ISTABBP Engl.ita.feb07PC27Microsoft PowerPoint@pMW=@`u@@fGSg  )'    """)))UUUMMMBBB999|PP3f333f3333f3ffffff3f̙3ff333f333333333f33333333f33f3ff3f3f3f3333f33̙33333f333333f3333f3ffffff3f33ff3f3f3f3fff3ffffffffff3ffff̙fff3fffff3fff333f3f3ff3ff33f̙̙3̙ff̙̙̙3f̙3f333f3333f3ffffff3f̙3f3f3f333f3333f3ffffff3f̙3f3ffffffffff!___www4'A x(xKʦ """)))UUUMMMBBB999|PP3f3333f333ff3fffff3f3f̙f3333f3333333333f3333333f3f33ff3f3f3f3333f3333333f3̙33333f333ff3ffffff3f33f3ff3f3f3ffff3fffffffff3fffffff3f̙ffff3ff333f3ff33fff33f3ff̙3f3f3333f333ff3fffff̙̙3̙f̙̙̙3f̙3f3f3333f333ff3fffff3f3f̙3ffffffffff!___wwwrrrqrrqrrmqrrrqxrrmmqmlqqܘrⵝqrwlrlސrrrqrrxqrwqqrqrrwrrqrqqݐrrwqq⒑wmqqq՜.+,0    pOn-screen Showv Times New RomanArialVerdanaBBP Engl.ita.feb07 Children Crossing Borders Research Project Language and Policies Shaping the Voices of Parents and Professionals in Preschool Settings: An experience from Germany The Context: PoliciesThe Context: Policies 2- The Context: Practice The Context: Practice 2- ObservationsExplorative Questions/Language & School: migrant parents voices 1-0Language & School: migrant parents voices 2- /Language & School: migrant parents voices 3-"Parents perspectives on language-Language & School: professionals voices 1--Language & School: Professionals voices 2-$Educators perspectives on languageStrategies of Children 1-Strategies of Children 2-Strategies of Children 3-$Childrens Strategies: observations  Fonts UsedDesign Template Slide TitlesRoot EntrydO)vg@PicturessCurrent User&SummaryInformation(MT      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstu} _PCPChbergerGerda Ki՜.+,0    pOn-screen Showv Times New RomanArialVerdanaBBP Engl.ita.feb07 Children Crossing Borders Research Project Language aDVerdanaw RomanTT*ܖx: 0ܖ"@ . @n?" dd@  @@``_camera.wav.WAV 10105RIFFWAVEfmt ++datah||||||||||||||||||||||||||||||||||||||||x|x|||x|tx||||xx|||xx|||||x|x||||||x|xx|t||||cgxkxxt|x|t|ttxxox||xxto||xt||t|x||t||oxkxx|xo|||ttt|ox||ot||xx|xot|||x|x||xt|xx|xx|t||xtxx|x||t||||||x|t||||ttxx|xt|x|ox|o||x||t|oxxot|t|o|xxx||||x|x||t|||||||||x||xxtxt|xxx|xx|xx||t||xxt|x|||xtxxxx|||||t||xx|||t|xx|xx|xox||||xxox|x|||xxxxt|x|xxt|||||xokkgWto|tk||t_|kxot|x|o|x|||xx|x||xo|x|xx|x|xtx|otxx|xx|||tx||||||xxoxo|t||ktxxx|xttto|t|k|||x|||oxo||txoto|x|xx||xkk|t||||xx|t|xxto|x|kt||||xtt|||||||xxx|ttxtxx|||c|k|||xtxxtxx|x|x|||x||||||x||||xxo|g|x|  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~|x|||xt|||||||||||x||||||x||||||x|x||x||||||xxx|o[ooBtWt™F_gtBW|gJcttFtogotxgoo|xo|x|||ox|xxx|xxx||x|||||||x|xx|x|||||x|x|x||x|x||x||||xx||||tkt_|o|tk_xNƀ)JۀgtgSk FB%||>gc:ΑtSx)k[[>xk_xx[[cSco[ookc_ooƀkx|So||gxxg|tc|to[|kct|totkgo|oooo||ktt|txtxk||||||xx|xx|txt|||t|||||x||||xx||||||||||x|||||x||tx|||||||x|txtxx|||||x||xxxt|||||t|||xx||||||xx|x||||x||||||xox||o|gc||tok||ttotxx|t|x|xx||o|x|||x|txx||x||xxxxx||||||xxx|x||||||||x||||||||||||||||||||||tx|x||txt||xx|x|xxxxxxx|||||xxxxx|||x||||||x|||toxxxxg|ox|ott|c|x|ox|tt||||||||xtt|||||||||||||||||x|||x|txxx|xx|||x||x||||||||||x|||||x|x||xx||||||||x|||||||||||||||||x||||||||||||||||||x||||||x||||||||||||x|x||xxx|x||||||||x|||x|||xx|||tx||||ot|o|x||xt||xtt|||||||||||||||xx||||xxtxx|||||||x|||txPowerPoint Document(DocumentSummaryInformation8x|xxxxx|txxt||t|x||xx||||||xx|xxx|||xxx|xtx|t||||x|||||||||x|||||x|xt|xxxtx|x|x|xx||||||xxxx||xxxt|xx|xtx|t|xxt|x|x|txx||x|||xx||x|x||||||||x|x|||t|txx|xt|t|txx|t||xxx||x|x||xx|t|x||x||x|x||x|t||txttx|t||xt||x||||xxxx|xttx|t|txx|||x|t|x|||||x|||x|||x||txto|x|x||txx|||xx|xx|x||xox|tt||x|x||x|tt|||||x|x||x|x||x|tt||tot||x|t|x||||||x|||||xx||t||xx||x|xo||ttx||x||||x|x||x|||xxt|ox|xtxx|||txx|||tt||x|||o||t|t|xtxxx|||xxo||xt|x|xtkkkot|x|t||||x|||||x|||xx||x|x||x|||ttxxx|Nktg|gocxo|o|ttgt|xxxxt|t||x||x|txx|x||xx|||xt|||x|x|||||||tt|||||t|x|||||xt|t|x|x|tx||t||x||ox|ttxt|xtot|g|xt|||||xxx|||||xtxx||t|t|x|xx||||||||x|||t|||xt|||tx||x|ttttxt|x||||t|x|xo||tx||txxx||x|||t||||x|||xxxtt||||xt|x||xxxxxx|tt|o|gxt||tg|txx||tkkFokx_toc|tot||cxxoo|xxtxoo|kx|xktx||ot|txx|x|||x|txxkt|xtxxt|xtktt|t|xxxxxxx|xk||t||x||||x|xttot|xoto|oxxtoxx||xxx|t|x|txx|x||xxt|o|||kxxx||x|x|||t|||x|||xxkxttxxxxk||xtox|xx|xtt||t|txx|t||x||x|xtcߌƑct__|SWo|Nott[_t|gokx|tkxgtttcokkxxxxgc||||xxt|||x|x|xtxxx||||tt||x||||x||x|||||||||x|||xx||||x||||||||||x|||||||||||||||||xx|||||||||||||||||||||||||||||||||x||||||x|||||xx||||||||x|||||||||||||||||||||||||||||||x|||||x|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||x|||||xx|||||||x||||||||||||||||||||||||||xx||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||| x(        E5uL  !$ "# %&'()*-.O$$$2$~( s]\7rWs 0AA@@8\ g4KdKdhx: 0>ppp@ <4BdBd  0Td*K' ʚ;R_8ʚ;<4dddd U 0 <4!d!d U 0 g4BdBdjx: 0pbp; j0___PPT10 pp*___PPT9 z? ,O =\W" Children Crossing Borders Research Project Language and Policies Shaping the Voices of Parents and Professionals in Preschool Settings: An experience from Germany H,b  K Henriette Heimgaertner Institute for Contextual Child Development (ISTA) (LIb     o(The Context: Policies "  16 federal states have statutory responsibility for educational policies 2003-2005 all states issue new curricula for early childhood education most programmes stress special language support for children with a migration background   L4The Context: Policies  2-  "   2004: joint decision of Standing Committee for youth and education  language support to be embedded in personal relationships with and meaningful activities for children creation of observation and mesurement instruments for language development*MJC k  K x)The Context: Practice   "  p language tests are divorced from children s every day experience often done by outsiders not familiar with children focus on grammar and vocabulary and not communication skills Z   y*4The Context: Practice  2-  "    need for special support is acknowledged, but no additional staff resources in child care centres in-service training insufficient as educators have very little experience with multi-linguacy of children diverse needs of children depending on their home language    |+ Observations     policies about language support are about learning the dominant language school readiness defined in terms of knowing the dominant language poor language skills seen as singular cause for poor school success multi-linguacy not seen as an asset6I D I$ 8Explorative Questions   How are these policies and practices mirrored by migrant parents and educators? What are the differences/commonalities between parents and educators? What is the reality? How do children deal with language?  },\Language & School: migrant parents voices  1-//Z Int: what do you wish your child should learn here in the kindergarten? Aishe: First, of course the German language. How they handle it here, I find it good that children are reminded, if they talk in their mother tongue, that they don t use their mother tongue, but they should speak German. That is very good. Nrgn: With my son it is okay, he learns German well and he counts from one to ten; he has what I wish, and I like it. (DBKH pa, as 380- 387)hEq     -^Language & School: migrant parents voices  2- &0. f  fInt: But ideally, .. would you prefer to have more educators .. that speak Russian, or is it on the contrary important for you that the children speak German? Katya: It s important. Olga: of course, very (nodding) Katya: Because at home we don t speak German with her and she must learn the language, so when she goes to school she will not fall behind. And how it is now, it is good that the educators are German. (DBM pa, nw 17  20)x"         9\Language & School: migrant parents voices  3-//. Int: And what do you wish for? How language is dealt with in the kita? Translator for Turkish mother: She would like/ she wishes that in the kita the German language would be taught more. Because she thinks there are such different children here, Arabic, Turkish speakers and she would like for the children here to also/ for the teachers to also teach that more here, that the children speak German and set up programs accordingly for the children. (DBKH pa, aj 105-106) &""-""&7""""" " @        :BParents perspectives on language"" !  learning German is the key expectation of parents; discussed in relation of preparing children for school and school success kindergarten is expected to provide support for learning German  it is one of the main criteria for choice of institution family language is important to parents  but it is the task of the family no preference for mother tongue teachers at kindergarten ;XLanguage & School: professionals voices  1---<   ~ Erica: Unfortunately that s just how it is, they have to learn the language. I think it s stupid to always say  you re going to school soon, you know because I think it s stupid when we always say here,  yeah, kita is just as important then to always bring up school. Eva : Yes, I find it correct, if you live in one country, one needs to speak as they speak there& .. If one wants to live here, then one must speak German.(FBM ed, ajcp 71) "&,"""&"""      4XLanguage & School: Professionals voices  2---*  Int: What would you .. wish for the children now as far as language goes? Anke: A healthy native language. ((Serap ((starting to smile in agreement)): Yes, exactly)) A good .. a healthy native language that you can build on. I think, where the little beginnings, where it s really discussed with the children, that you certain/ only has to be one thing a day/ for example sitting down together at the dinner table or something like that, that it s done together and where [children] experience the language. I think this is a beginning. Anja: I think that the children ought to come much sooner to the Kita ((Sabine: Yeah, good, I did, too)), I mean, then you can start there. Where you really say they go to Kita at two years old. Because children learn fast, that is/ that would actually be a point where you can start. (DBKH ed, aj 305-307)PZ&I"&3""" "d" ""&/""""HK    3  6FEducators perspectives on language$$ # l children should learn German in the kindergarten: some say: as early as possible pressure on educators to teach and on children to learn the language children need good ( healthy ) knowledge of family language teaching family language is a task of the parents pressure on parents to teach family language 775 .4Strategies of Children  1-4  *   Anne : ..I have to honestly say .. that even during free play, they .. spent the whole day together and really, I then observed this more during an extended period of time, all day long they spoke Russian with each other, did not speak one syllable of German, really. And then I did eventually say:  You know, you all sooner or later you have to converse in German here, not here in the kindergarten but where you live. And quite a few of you can already do it very well, they can help the others (EBKF ed, as 58)8     24Strategies of Children  2-4  *   Anne: Yeah, we have quite a few children, they conversed with great effort with each other in German, until through a really dumb coincidence they find out they speak the same mother tongue and since then they talk like that if its s at all possible to only speak Russian with each other That was quite a big group, too. Int: And how do you all then deal with it? Vanessa: You know, we remind them about it, ya know. Sabine: Yeah, to a certain extent we do. (EBKF ed, as 53  56) >)/#      34Strategies of Children  3-4  *   |Int: One moment, please, I believe you (Elenka) still wanted to say something& Elenka: Yeah, yeah. Whenever the children play outside, I ve already heard many times, uh the children from Russia, for example, when they play together with each other, the children speak only in Russian. Int: Ah, yes. Elenka: Spontaneously in Russian. And then a German child comes, yes, the children can already speak with him in German. Int: So they switch then. Elenka: Yes ( ). Int: And what do you think of that? Elenka: Yeah, well I think it s nice. 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