German

The aim of German lessons in primary school – both for children with German as their first and second language – is the acquisition of written language. This is formed on the basis of an integrative interaction of essential areas of perception, including literary socialisation, which describes the early formation of lasting reading habits. 

Pupils develop their oral expression abilities on the basis of linguistic opportunities for action in a meaningful context. Linguistic expression as a basis of thinking is to be further developed through writing. Methodological–didactic exercises on grammatical structures take place in a context that is meaningful for pupils. Exercises for reading and spelling development, taking into account developmentally appropriate materials, are oriented towards the individual learning starting points of pupils. Differentiated working techniques form the basis of independent discovery and learning and should lead to a self-reflective approach to writing differently in German lessons. 

Language-sensitive teaching also offers multilingual pupils the opportunity to combine linguistic and subject-related learning, to understand facts, and to make written-language statements independently. “Multilingualism” refers to a broad spectrum of linguistic realities which, against the backdrop of a multilingual society and school, shapes the learning biographies of monolingual and multilingual pupils (scenarios of first and second language acquisition) and co-determines their lifeworld in the school and family environment.