Intercultural Education and Multilingualism in the Kita

Supporting German, valuing languages

Supporting linguistic diversity combines two concerns: supporting German well (everyday-integrated, see the separate course on language education) AND valuing the first languages and making them visible. The two belong together.

Combining both concerns

Supporting linguistic diversity combines two concerns that belong together (Module 3, see the separate course on language education). First: supporting German well. All children – especially multilingual ones – need good support for German as the shared language, for their education, participation and future. This can be done particularly well in an everyday-integrated way (see the separate course on language education): through plenty of meaningful, attentive communication in everyday life, through a dialogue-oriented stance that supports language, through the rich language bath of everyday life. Second: valuing the first languages and making them visible. Children's first languages are valued as richness, respected, and made visible and audible in everyday life (see below). The two concerns belong together and do not contradict each other: a child can keep up their first language (supported above all by the family) and learn German well, supported by the day-care centre (Kita); valuing the first language and supporting German well complement each other (a well-developed first language can even support learning German, Module 3). Supporting linguistic diversity therefore means doing both: supporting German well and valuing the first languages and making them visible.

Both belong together and complement each other.

Figure (Module 9): The two concerns of supporting linguistic diversity. Source: own illustration (AI-assisted).

Making linguistic diversity visible

The first languages and linguistic diversity can be made visible and audible and valued in everyday life in many ways (Module 6): learning and using different greetings and words in the children's languages; singing songs, rhymes and finger plays in different languages; offering multilingual books and stories; getting to know number words, colours and more in different languages; letting the children bring in their language (e.g. teaching the others something in their language, which strengthens their self-confidence and sense of belonging and enriches the others); designing notices and materials in several languages; and involving families (who contribute their language, songs and stories, Modules 6, 10). Making linguistic diversity visible in this way turns the different languages into a natural, valued, enriching part of everyday life. It values multilingual children and their languages (which strengthens their identity, self-worth and sense of belonging), enriches all children (who experience linguistic diversity as normal and interesting and learn something of the other languages), and makes linguistic diversity a richness for everyone. In this way, good support for German is combined with appreciation and visibility of linguistic diversity.

Figure (Module 9): Ways to make linguistic diversity visible and audible in everyday life. Source: own illustration (AI-assisted).

Going deeper: Honouring language as part of identity

A deeper reason why valuing and making visible the first languages is so important lies in the close connection between language and identity. Language (especially the first language/family language) is an essential part of a person's identity: it is the language of their family, their first relationships and feelings, their origins and culture, their thinking and experience. It carries important meanings, memories, relationships and a piece of home and identity. When a child's first language is valued, respected and welcomed, the child experiences: "My language, my background, my way of being is welcome and valuable" – this strengthens their identity, self-worth and sense of belonging. If, on the other hand, a child's first language is devalued, forbidden or ignored (e.g. if they are told not to speak their language, or if their language is treated as "inferior"), the child experiences a devaluation of an essential part of their identity and background – this can affect their self-worth, identity and sense of belonging and give them the feeling that they are not welcome or are "wrong" with their background and language. That is why valuing the first language is much more than a linguistic question – it is a question of valuing the whole person, their identity, background and belonging. Making the first languages visible and valuing them in everyday life (this module) is thus an expression of appreciation for the children and their identity and background. It tells multilingual children that their language, background and way of being are welcome and valuable, and so strengthens their identity, self-worth and sense of belonging. At the same time, all children learn that linguistic diversity is normal and enriching and that different languages are valuable (which fosters openness to the world and appreciation of diversity, Module 11). This link between language and identity, and the importance of valuing the first language for children's identity, self-worth and sense of belonging, is an important, deeper reason for supporting and valuing linguistic diversity. It shows that this is not only about language, but about valuing the whole person, their identity and background – and about the message to every child: "You are welcome and valuable with your language, your background and your way of being." This message, and the valuing of the first languages and of linguistic diversity, is a valuable part of intercultural education and of valuing every child in their identity and belonging.

Figure (Module 9): Language and identity – what valuing or devaluing the first language can mean for a child. Source: own illustration (AI-assisted).