This concept is usually run by parents' initiatives or independent organizations that are then privately run as non-profit organizations. Most institutions employ both German-speaking and foreign-language teachers from the English, US, French, Spanish, South American or Italian-speaking regions.
Multilingual kindergarten
Children who attend bilingual kindergartens are not always bilingual themselves. However, it is obvious that children from multilingual families are given priority when it comes to admission.
Early learning and the child's interest in the language can help make it easier to learn other languages later on.
By the way, people who speak more than one language are better at solving problems. This is the result of a study.
This makes it easier for multilingual people to look at an issue from different perspectives.
When thinking about a problem, they also don't tend to get stuck on a particular solution as easily as many monolingual people do. This makes multilingual people more creative and helps them find innovative solutions.
Bilingualism without pressure
The prerequisite is that bilingual education takes place without pressure. In the home, this usually works in such a way that there is a "mommy and a dad language" and the respective parent maintains this consistently as best as possible in the first few years. In addition, children learn about different cultures, gestures, facial expressions and the melody of a language at an early age and can therefore adapt well to changes.
Bilingualism also has a positive influence on social behavior. In kindergarten, children can build up their own small social network and develop an interest in a language and culture. Children only become aware that they are speaking a second language when other children do not respond to the second language.
The language skills that a child develops in the first years are further developed through learning, reading, playing and talking with teachers and friends. It can be seen that children who hear a familiar language in a different environment accept it more quickly and perceive it as natural.
However, if the foreign language is only spoken at home and nowhere else, it is likely that a child will reject the language. "Why should I speak a language that no one else speaks?" Children act very economically in this regard. In bilingual kindergartens, however, both languages are promoted equally.
However, there is currently a lack of institutions in Germany. With a few exceptions, our education system promotes languages that are also associated with high prestige (English, French). Turkish-German and Polish-German institutions, on the other hand, are still a rarity. Initiatives and ultimately parents themselves are working to improve this.
Further information is available from the association “Early Multilingualism in Daycares and Schools” at www.fmks-online.de ready
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