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Mehrsprachige Sprach(en)biografien können in Deutschland als Normalfall angesehen werden. Für die Sprachbildung und Sprachförderung in der Frühpädagogik ist daher eine Professionaliserung der Fachkräfte unabdingbar. Elisa Tessmer untersucht in ihrer Studie, wodurch das didaktisch-pädagogische Handeln der frühpädagogischen Fachkräfte im Kontext einer alltagsintegrierten Sprach(en)bildung bestimmt ist. Dabei wird ein Zusammenhang zwischen professionellem Handeln, pädagogischen Haltungen und institutionellen Rahmenbedingungen hergestellt. Multilingual language biographies can be considered normal in Germany. For language education and language support in early childhood education, a professionalization of the specialists is therefore indispensable. In her study, Elisa Tessmer examines how the didactic-pedagogical actions of early childhood educators are determined in the context of language education integrated into everyday life. A connection between professional action, pedagogical attitudes and institutional framework conditions is established.

Bildungsforschung --- Bildungssystem --- educational system --- Elementarpädagogik --- elementary education --- institutional framework --- Institutionelle Rahmenbedingungen --- language education concepts --- language support concepts --- migration background --- Migrationshintergrund --- mixed-methods design --- Mixed-Methods Design --- Professionalisierung --- professionalization --- reflection --- Reflexion --- Sprachbildungskonzepte --- Sprachförderkonzepte

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The aim of this book is to empirically identify the school success pathways of migrants for policy actions in schools and communities in order to tackle barriers to migrant students’ school success. These resilience pathways highlight differences in individual and social risks and identify protective factors for young migrants to overcome obstacles linked to discrimination and low educational outcomes. It presents international empirical research comparing and explaining school success factors for migrant students in various countries, namely, Germany, Greece, Russia, and Switzerland.

Research & information: general --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity --- acculturation --- adjustment --- teachers' educational practices --- immigrant children --- language support --- academic support --- inclusion --- welcoming school climate --- upper secondary education --- migration --- intersectionality --- success at school --- resilience --- youth --- VET education --- academic self-concept --- immigrant students --- school success --- recognitive justice --- inequality at school --- recognition by teacher --- recognition by peers --- academic achievement --- self-esteem --- ethnic identity --- national identity --- school engagement --- minority youth --- bicultural identity