Competent bilingualism of primary school children in Germany: associations with individual, family-related, and institutional learning conditions

• Tinkl, Lisa A. ^[1] ; Edele, Aileen ^[1] ; Heppt, Birgit ^[2]
  1. [1] Humboldt University of Berlin

     Humboldt University of Berlin

     Berlin, Stadt, Alemania

     
  2. [2] Technical University of Dortmund

     Technical University of Dortmund

     Kreisfreie Stadt Dortmund, Alemania

     
• Localización: International journal of bilingual education and bilingualism, ISSN 1367-0050, Vol. 29, Nº. 8, 2026, págs. 1162-1185
• Idioma: inglés
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• Resumen

  • This preregistered study examined learning conditions associated with becoming competent bilingual in two bilingual samples of primary school children in Germany. Using NEPS data, we analyzed 200 Russian-German and 135 Turkish-German second graders based on their competences in German (the majority language) and Russian or Turkish (the minority languages). Latent profile analyses identified two profiles in the Russian-German sample (Average Balanced Bilinguals, Competent Bilinguals) and one in the Turkish-German sample (Emergent Bilinguals). Logistic regression analysis in the Russian-German sample showed that individual conditions (general cognitive abilities) and family-related learning conditions (cultural resources, language use at home) increased the probability of developing a Competent Bilingual profile. Linear regression analyses revealed a significant effect for institutional learning conditions (share of immigrant students) only for the Turkish-German sample. Thus, individual, family, and informal institutional resources appear to foster competent bilingualism, an increasingly important cultural value in diverse societies.