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How Is the Bilingual Development of Portuguese Heritage Children Perceived by Their Parents? Results from an Ethnographic Case Study of a Non-Formal Learning Setting in Germany
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Costa Waetzold, Juliane; Melo-Pfeifer, Sílvia – International Journal of Bilingual Education and Bilingualism, 2022
In the context of German linguistic policies, Heritage Language (HL) education ranges from formal and informal to non-formal offers. Families with migratory backgrounds seeking acquisition and maintenance of the HL frequently resort to educational or maintenance opportunities that are not institutionalized. In the region of Bavaria (Germany), the…
Descriptors: Informal Education, Portuguese, German, Parent Child Relationship
Effects of Language Learning Interventions in Pre-School Children: A Longitudinal Study
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Gasteiger-Klicpera, B.; Knapp, W.; Kucharz, D.; Schabmann, A.; Schmidt, B. – Forum on Public Policy Online, 2009
The aim of the present contribution is to evaluate and discuss the impacts of language learning interventions in pre-school children with German as a first or a second language. The sample consisted of 864 children in intervention groups and 294 children as a comparison group within two successive cohorts. The instruments used were the SSV (Grimm…
Descriptors: Intervention, Preschool Children, Kindergarten, German