Active bi- and trilingualism and its influencing factors

Abstract

ABSTRACT This article examines factors that promote active multilingualism. For this purpose, the Peabody Picture Vocabulary Test was used with 48 children. Their results were linked to a parental questionnaire designed to evaluate the children’s linguistic input in their immediate environment. The study shows that, besides a minimum amount of linguistic input, the language constellation (i.e. presence/absence of the majority language at home) is also decisive. At the same time, it seems irrelevant for active bi- and trilingualism which family language policies are chosen (e.g. One person-One Language), as long as the promotion of the minority language does not only take place institutionally, but also at home. Overall, the results indicate that attending a bilingual kindergarten/school alone does not lead to active multilingualism. Family factors and family support seem to be decisive. These include the creation of a linguistically stimulating environment through cultural contact and the language constellation within the family.