The current coalition agreement calls for the introduction of a nationwide language assessment for all four-year-olds. It states: “To ensure a healthy upbringing and equal opportunities for all children in Germany, we will introduce mandatory participation by all four-year-olds in a nationwide assessment of language and developmental skills, agreed upon with the states. If a need for support is identified, we expect the states to implement appropriate, mandatory support measures and programs.” But does this really promote equal opportunities?
Scientific Classification
Against this backdrop, Prof. Dr. Timm Albers and Dr. Seyran Bostancı have published a scientific statement in which they assess the planned measures based on current research findings. Their analysis focuses on the question of whether mandatory language screenings, followed by preschool classes or additional support measures, are in fact effective in strengthening language development in the long term.
Among other things, the authors point out the risk that mandatory language screenings might not reduce existing inequalities but rather exacerbate them, as they carry the risk of further selection bias in children’s educational trajectories.
At the same time, there is a risk that linguistic diversity will be hastily labeled as a deficit. Multilingual children, in particular, are at risk of being evaluated based on monolingual standards, even though their linguistic development is often more complex and dynamic.
Another point of criticism concerns the effectiveness of the proposed support framework. Research shows that supplementary language support measures—separate from regular educational activities—have not yet provided convincing evidence of effectiveness. Sustainable language development does not result from early tracking, but rather from high-quality educational opportunities in everyday life.
Language education requires a supportive environment
Instead of additional screening tools, Albers and Bostancı advocate for strengthening the framework conditions in early childhood education. Children acquire language primarily through a variety of dialogic speaking opportunities in everyday educational settings. To ensure that these opportunities are designed in a targeted and sustainable manner, educators need favorable conditions—in particular, sufficient time to prepare for and follow up on language-promoting activities, as well as to create a linguistically stimulating environment.
The full scientific statement by Prof. Dr. Timm Albers and Dr. Seyran Bostancı: