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Bilingual German Childhood Education and School Transition: Literature Review and Policy Suggestions for Australia

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Part of the Global Germany in Transnational Dialogues book series (GGTD)

Abstract

Facilitating migrant children’s transition to school is the goal of many Western countries. Meta-analyses show that effective bilingual childhood programs have the potential to help migrant children to succeed in school by assisting them with their linguistic and sociocultural development. Drawing on evidence from well-established German bilingual programs and bilingual research literature, this chapter takes the form of a literature review that examines the merits and debates surrounding bilingual childhood education. In order to lift migrant children’s language proficiency, early childhood settings need to acknowledge and embrace these children’s transnational migratory experience, which includes children’s native languages and home literacy practices. The chapter puts forth a set of suggestions for Australian policymakers and early childhood educators for establishing, maintaining and evaluating a fruitful, national, early childhood education bilingual program.

Notes

Acknowledgements

I would like to express my very great appreciation to Dr Tristan Lay for his guidance and encouragement during the planning phase of the research. I would also like to thank Dr John Hughes for his valuable and constructive suggestions regarding clear and concise writing. His willingness to give his time so generously is very much appreciated. I would also like to extend my thanks to the editors: Dr Benjamin Nickl, Dr Deane Blackler and Dr Stefan Popenici for their encouragement and constructive feedback.

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© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.The University of SydneySydneyAustralia

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