In the article presented, the authors deal with the challenges of linguistic and school integration of immigrant children. It is argued that the resulting heterogeneous structure of participants in pre-course classes not only entails additional work for teachers, but can also lead to an enrichment of the controlled second language acquisition. As a reaction to the great heterogeneity, measures to design internally differentiated teaching units are also presented. Finally, the authors refer to the transition to regular teaching and the possibilities for cooperation between the teachers involved.
|Translated title of the contribution||Heterogeneity and ways of differentiation in primary school language classes in Bremen|
|Number of pages||5|
|Publication status||Published - 2016|