Advanced language acquisition, i.e. the acquisition of advanced language skills during school, is at the centre of the cluster's research interests.

The researchers involved are focussing on the milestones leading up to the achievement of advanced language skills and their precursor skills and are looking at both the oral and written language skills of pupils. In addition, both receptive (listening, reading) and productive (speaking, writing) skills are analysed and examined with regard to their interdependencies, such as the connection between oral language skills and reading skills.

In addition to the question of acquisition milestones, the members of the cluster are also interested in the question of which intra- and inter-individual differences can occur in the acquisition process, i.e. at what point in time deviations and their causes can be recognised (diagnostics). The main focus is on the question of which linguistic phenomena and structures are difficult in advanced language acquisition and for whom these phenomena cause acquisition difficulties. Based on this, the cluster is also researching how these skills can be promoted in an adaptive, evidence-based manner. The internal and external resources of advanced language acquisition must also be taken into account: On the one hand, internal resources are language-internal resources, i.e. helpful linguistic information that, when acquired, leads to better language skills. However, internal resources are also cognitive skills that pupils bring with them, such as language skills in another language or phonological awareness. External resources are influencing factors such as socio-economic factors, but also external influencing factors that have an effect in the classroom, such as the (oral media) language used by teachers to address their pupils, as well as the linguistic-interactional support programmes used by teachers. External resources in the classroom also include written language in textbooks and teaching materials in the sense of a language offer.

There is a general consensus that good language skills are a key competence and one of the most important prerequisites for success at school, academic appointments and, not least, social success. However, there is no scientific consensus on which language skills are most important for predicting the acquisition of further skills in other areas, such as learning success in various school subjects, or on the best ways to diagnose and promote them.

Good language skills are not only essential for German and foreign language teaching, but are a prerequisite in all subjects. As the PISA studies have shown, a high level of reading competence in particular cannot be taken for granted. Around 20% of the 15-year-olds surveyed in Germany do not fulfil the requirements (Weis et al. 2018: 61). This means that the proportion of low-achieving pupils is relatively high. In particular, reading comprehension (reading comprehension) is poorly developed. Oral language skills play a role here insofar as children can only understand what they hear by reading. Good oral language skills are therefore an important prerequisite for the development of reading skills. In addition, a large part of the teaching of learning content in the classroom takes place via oral media, albeit using the language registers of educational and technical language. These present high acquisition hurdles, especially for linguistically weak pupils, but also for pupils who are learning German as a second language.

There are major educational inequalities in Germany, particularly with regard to social background (including migration background). In an international comparison, this difference in Germany is even above average. Language performance differences already exist at pre-school age and remain fairly stable over the course of development. Pupils with special educational needs, particularly in the areas of language and communication, also need a learning environment that enables them to participate as much as possible. This is also called for by the United Nations in one of the so-called 'United Nation Sustainable Development Goals': "quality education for all". Schools and pre-school educational institutions are therefore faced with the challenge of creating equal opportunities. However, there is also no consensus on the means and concepts with which this can be achieved.

There are therefore clear challenges from an educational perspective that require a closer look at the relationships between language acquisition, reading skills, school success and the role of various factors (such as multilingualism, social background, special educational needs). This research must be interdisciplinary, because although individual disciplines can address partial aspects of these challenges (such as factors for successful language acquisition, the influence of multilingualism on language acquisition, which linguistic phenomena are complex and why, how certain linguistic aspects develop), only jointly planned and conducted research can lead to a better understanding of the complex interrelationships. This is why this research cluster is interdisciplinary in nature: So far, linguists, language didacticians and special needs teachers have been working together.

Website of the Advanced Language Acquisition research cluster

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