Language and Identity of Emigrant Children—Some Implications for Prevention and Support in a Special Program for School Success

Abstract

Quite a bit is demanded of young Italian emigrants in school as well as in leisure situations. First, they must be able to switch rapidly from one linguistic code to another, depending on the situation and the partner in communication. Second, a specific specialized terminology, embedded in relatively complex sentence plans and structures, is presumed, especially in the school. These demands of formal education are viewed as promotive of social and professional integration from the perspective of German education and upbringing, on the assumption that the children see their future life perspective in Germany. Leisure time is not always experienced by emigrant children as being very open, warm, and hospitable. It seems as if they have developed a special sensitivity: disturbed, latent resentment on the part of Germans against foreigners can very easily be interpreted by those affected as xenophobia in cases of conflict. This often also fits reality; i.e., the motives and actions of the Germans involved.