{"id":12297,"date":"2026-05-13T13:50:34","date_gmt":"2026-05-13T13:50:34","guid":{"rendered":"https:\/\/ferraristudio.it\/?p=12297"},"modified":"2026-05-15T13:01:37","modified_gmt":"2026-05-15T13:01:37","slug":"not-quite-english-not-quite-urdu-we-dont-just-speak-english-in-pakistan-we-bend-it-remix-it-and-make-it-our-own-2","status":"publish","type":"post","link":"https:\/\/ferraristudio.it\/en\/not-quite-english-not-quite-urdu-we-dont-just-speak-english-in-pakistan-we-bend-it-remix-it-and-make-it-our-own-2\/","title":{"rendered":"“Multilingualism Is a Huge Potential” \u2014 Yet Schools Barely Use It"},"content":{"rendered":"\n

Original title: “\u201eMehrsprachigkeit ist ein riesiges Potenzial\u201c \u2013 doch Schulen nutzen es kaum<\/strong>“, pubblished on News4teachers<\/em>.de, March 2026., April 2026. Translation by Alessandra Zuanazzi<\/p>\n\n\n\n

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D\u00dcSSELDORF. \u00a0<\/strong>Multilingualism has long become part of everyday life in German classrooms. As of today, many children grow up speaking several languages – the family language at home, German at school. While educators often perceive this as a challenge, research findings show that multilingualism can actually be an advantage.<\/strong><\/p>\n

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Growing up multilingual offers children lots of benefits \u2014 just not within the German school system.<\/p>\n

One thing is clear: multilingualism is no longer something exceptional. According to the report\u00a0\u00abMultilingualism in German schools\u00bb<\/a>\u00a0, commissioned by the Robert Bosch Foundation, an estimated 18% of children and adolescents in Germany speak at least one additional language besides German; among children with a migration background, the percentage even rises to around 48%.\u00a0\u00a0<\/p>\n

This should actually be cause of celebration, since scientific research in psycholinguistics suggests that people benefit from multilingual socialization. \u201cMultilingualism is a huge potential,\u201d summarizes Simone Pl\u00f6ger, Junior Professor of School Research and Inclusion at Johannes Gutenberg University Mainz, referring to the scientific findings.<\/p>\n

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Multilingualism Brings Great Opportunities<\/strong><\/p>\n

In her\u00a0lecture at the conference \u201cMultilingualism in Schools \u2013 Recognizing, Appreciating, and Advancing It\u201d<\/a>, Pl\u00f6ger explains that multilingual individuals often possess much deeper metalinguistic knowledge \u2014 in other words, they better understand how language works \u2014 than people who speak only one language. As a result, multilingual people can often learn additional languages more easily. She also says: \u201cThey have greater creative potential, which is linked to cognitive networking, and therefore also stronger problem-solving skills that exceed those of monolingual individuals, as well as greater overall cognitive flexibility. All of this has been demonstrated through studies in psycholinguistics.\u201d<\/p>\n

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Nevertheless, multilingualism is still often regarded as a problem in schools. Professor Pl\u00f6ger attributes this phenomenon to persistent social prejudices. As an example, one enduring belief is that multilingualism overwhelms children. Pl\u00f6ger counters this by saying: \u201cToday we know that this theory has been disproven. All people have the cognitive ability to learn several languages, and this does not constitute excessive demand.\u201d Instead, there is considerable variation in language acquisition, even among children raised monolingually. \u201cSome children grasp grammatical structures very early, others much later, and some hardly speak at first and then suddenly produce five-word sentences.\u201d With sufficient language support, multilingual children can acquire a language just as quickly as monolingual children.<\/p>\n

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Disadvantages Caused by the Structure of the School System<\/strong><\/p>\n

Another persistent myth is the belief that children should speak as much German as possible in order to learn the language more quickly. Pl\u00f6ger explains: \u201cHowever, this has been disproven for second-language acquisition. In fact, it is very useful to make use of the multilingual resources that already exist, because connecting languages actually helps students acquire the target language \u2014 in this case German \u2014 more effectively.\u201d<\/p>\n

Yet despite research showing that multilingualism is not an obstacle to linguistic or cognitive development, multilingual students perform worse on average within the German education system. \u201cWe can see this, for example, in PISA and other major educational studies such as IGLU, which consistently demonstrate it,\u201d says Pl\u00f6ger. In her view, the cause of this contradiction lies less in multilingualism itself and more in the structures of the school system. Schools in Germany, she argues, are traditionally designed around the assumption \u201cthat children grow up monolingually \u2014 specifically monolingually in German.\u201d Teaching materials, expectations, and examinations are all geared toward a monolingual student body.<\/p>\n

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Schools Should Use Multilingual Resources<\/strong><\/p>\n

However, this no longer reflects reality. Both Pl\u00f6ger and the Robert Bosch Foundation report therefore advocate valuing linguistic diversity in schools and integrating it into teaching. The junior professor refers to her own research involving immigrant students. These students already possessed academic linguistic skills in their native languages \u2014 foundations that teachers could use to support second-language acquisition by building connections between languages. \u201c\u2019How does a feature work in other languages, and then how does it work in German?\u2019 These are the metalinguistic competencies that students acquire, beyond the linguistic rules.\u201d<\/p>\n

According to the Robert Bosch Foundation report, multilingual approaches in the classroom benefit the entire class. They can \u201cpromote the reading and writing skills of all students as well as their language awareness.\u201d Learners are more motivated and participate more actively in lessons. In addition, multilingual teaching approaches support identity formation: \u201cStudents demonstrate greater self-efficacy \u2014 meaning increased self-confidence and empowerment \u2014 as well as greater initiative.\u201d<\/p>\n

Against this background, the authors of the Foundation\u2019s report recommend supporting multilingual children in the classroom by allowing them to think and work in all the languages available to them. \u201cBy doing so, students could initially approach tasks in or with the help of their family languages and work in groups with children who share the same native language for reading and research. Afterwards, they can switch to German when presenting their solutions.\u201d<\/p>\n

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Demands On Teachers<\/strong><\/p>\n

However, both the report and Pl\u00f6ger emphasize that the transition from simple recognition to the systematic use of linguistic resources is by no means a given for teachers. Many educators perceive linguistic diversity \u201cas a challenge for which they do not feel prepared. And this can lead to overload\u201d the Robert Bosch Foundation publication states. Pl\u00f6ger adds with regard to teachers: \u201cCrucial is the ability to tolerate uncertainty. I must be able to tolerate people speaking in languages I do not understand, so I have to give up control and no longer have oversight of everything.\u201d<\/p>\n

At this point, the Foundation\u2019s report attempts to ease concerns about this perceived loss of control. To do so, it refers to analyses of audio and video recordings from classrooms, according to which \u201cstudents primarily use family languages to solve classroom tasks or coordinate with other students.\u201d<\/p>\n

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A Task for School Development \u2014 and for Politics<\/strong><\/p>\n

The experts do not see the responsibility for recognizing multilinguism as an integral part of the educational equity \u2014 as Pl\u00f6ger describes it \u2014 as resting solely with teachers. Rather, they see it as a central task of school development. On this point, the Junior Professor and the report\u2019s authors are in agreement.<\/p>\n

The Robert Bosch Foundation publication goes one step further by focusing attention towards policymakers. Educators, it argues, need more support in order to address the reality of multilingualism effectively. The report therefore calls for greater emphasis on linguistic diversity within teacher education programs. \u201cTo this end, it would be important to bindingly integrate the approach to linguistic diversity into initial and continuous teacher training, as a responsibility shared by all actors within the school system.”<\/p>\n\n\n

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