"Mehrsprachigkeitsentwicklung im Zeitverlauf" / "Multilingual development: A longitudinal perspective" (Institutionalisiertes Forschungsprojekt)

Allgemeine Angaben

Mittwoch, 01. Oktober 2014
Montag, 30. September 2019
Weiterführender Link
Thematik nach Sprachen
Französisch, Sprachübergreifend
Sprachwissenschaft, Fachdidaktik
Mehrsprachigkeit, Prosodie, Morphosyntax, Zweitspracherwerb, Drittspracherwerb, Herkunftssprachen

Aktiv beteiligte Person(en)

(z.B. Kooperation, Mitarbeiter, Fellows)

Christoph GabrielIngrid GogolinIngrid GogolinMichel KniggePeter SiemundMarion Krause



Following results from the international school assessments, Germany has seen a rapidly growing interest in the question of whether lebensweltliche Mehrsprachigkeit (everyday multilingualism) inhibits or facilitates educational achievement. By means of a longitudinal study with monolingual and multilingual school students in Germany, this study investigates the factors (both linguistic and non-linguistic) that positively or negatively influence multilingual development, and the effects these factors have on further dimensions of educational success (for example, on educational decisions).


The project aims to provide fundamental and practice-based insights into the individual development of multilingual competencies. On a societal level, this includes the identification of the conditions required for the sustainable preservation of societal coherence in what is linguistically and culturally an increasingly heterogeneous population. We believe that strengthening young multilinguals’ resources and potentials, including their lebensweltliche Mehrsprachigkeit (everyday multilingualism), can contribute significantly to this goal. The answers we find to our research questions will enable the identification of alternative courses of action that highlight the positive effects of lebensweltliche Mehrsprachigkeit, thereby improving educational opportunities, in particular for young migrants.


The project’s key questions are:

(1) Which language-based, personal and contextual conditions influence multilingual development positively or negatively?

(2) How do these conditions change over time, and in what relationship do they stand to each other?

(3) What is the relationship to other dimensions of educational success?

Design & Methods

MEZ is a longitudinal study which follows two parallel cohorts in classes 7 and 9 through to the end of classes 9 and 11 respectively. Data collection is carried out in three phases. The initial sample will include approximately 1,800 students with German-Turkish, German-Russian, and monolingual German language backgrounds from public schools in Hamburg, Bremen, and Schleswig-Holstein. Data collection includes the contextual, personal, and linguistic factors that are relevant for the development of multilingualism. This includes the assessment of participants’ receptive skills (reading and listening) and productive skills (written and oral) in academic language (Bildungssprache), as well as in the heritage languages Russian and Turkish and, where applicable, in the school-taught foreign languages English, French, and Russian. Detailed linguistic analyses on the transfer between languages and on phono-prosodical language production will be carried out on selected subsamples.


BMBF-Verbundprojekt im Rahmen des Schwerpunkts “Sprachliche Bildung und Mehrsprachigkeit”

Ersteller des Eintrags
Christoph Gabriel
Freitag, 28. November 2014, 08:47 Uhr
Letzte Änderung
Freitag, 28. November 2014, 17:24 Uhr