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In the German education system, a relatively strong connection between immigration background and educational success has repeatedly been observed. It is often assumed that this is due at least partly to differences in linguistic competence in German between mono- and bilingual children. However, results from international studies on language acquisition do not suggest a correlation between bilingualism and linguistic deficits, or delays in the development of linguistic competence. It seems necessary, therefore, to take a closer look at the linguistic development of mono- and bilingual children in specific cultural and educational settings. In this paper, I am going to present two studies conducted on the basis of 264 written narratives by third-graders in a small German town. The results of the first study show no significant difference in syntactic complexity between the texts of mono- and bilingual children. The second study shows small but significant differences in the number of grammatical errors, but not in the domain of syntax. Thus, differences in educational success are not due to an incomplete or delayed acquisition of syntactic structures.

zeitschrift für angewandte linguistik

Syntaxerwerb bei ein- und mehrsprachigen Grundschüler/innen: eine quantitative Untersuchung: The acquisition of syntactic structures of children in primary school: a quantitative study