How can we ensure quality language education for all children? This question is at the heart of the current debate over the planned ABC classes and mandatory language screenings in North Rhine-Westphalia. Experts agree that children must receive early and optimal support in their language development. However, there is disagreement over which measures are appropriate for this purpose.
As part of the written hearing conducted by the Committee on Schools and Education and the Committee on Family, Children, and Youth of the North Rhine-Westphalia State Parliament, Dr. Seyran Bostancı provided an expert assessment on behalf of GeDAB.
In her statement, Dr. Seyran Bostancı makes it clear that language development is an individual process that is most effectively supported when it is continuously monitored and guided within the educational processes integrated into the daily routine of the child care center, rather than through one-off testing procedures or segregated support arrangements. At the same time, she points out that there is as yet no convincing scientific evidence of the effectiveness of additive and segregated language support measures, such as those planned for the ABC classes. Multilingual development trajectories, in particular, run the risk of being evaluated based on monolingual norms. This creates the risk of interpreting linguistic differences as deficits and of selecting children even before they enter school.
The statement combines this criticism with concrete proposals for action. Instead of additional language screenings and segregated support structures, it advocates for a consistent strengthening of early childhood education. The focus is on high-quality language education integrated into daily life, the continuous observation and support of language development processes, and multilingualism-sensitive educational approaches that build on the children’s existing resources. Crucial to this are good framework conditions in child care centers: sufficient time and professional development for educators, a linguistically stimulating learning environment, and close collaboration between child care centers and elementary schools. In this way, language education can succeed where children primarily acquire language: through diverse dialogic interactions in everyday educational settings.
Dr. Seyran Bostancı’s full statement can be read here: