In this regard, observations over a period of several months play an essential role in order to record linguistic actions and reactions in a classroom context.
Besides the observations in the classrooms, information from interviews with parents and teachers will be analysed in order to complete the picture of linguistic integration, which in large part does not happen at school but elsewhere. Furthermore fixed point language tests, assessment by others and self-assessment will be considered. For this purpose we will draw on already existing tests and data, but also adapt and develop new materials.
Apart from the competence assessment of the language of instruction, which - in the majority of cases - for children with migration background already constitutes a second or foreign language, the significance of the language spoken in the area of origin is also important for a linguistic documentation. To get information about this reality, cultural mediators of various institutions are being contacted.
This holistic picture of the level of linguistic competence and linguistic development, including different perspectives (of the children, the teachers, parents and observers) as well as intra- and extra-linguistic factors (language ability, social environment, interrelation of education and a successful school carrier) ought to serve as a basis in developing an individual support for language improvement.

last update 24.7.2007