The BIVEM study, initiated in 2012, analyzes the effectiveness of language support in multilingual children who have received this support starting at ages 2 or 3, as well as whether a significant difference in the effectiveness of additive (child-directed) or integrative (teacher-directed) approaches to language support exists. More than 160 bilingual children from over 20 preschools (Kitas) in Berlin with either Russian or Turkish as their home language participate in the study. In the additive approach, the children receive language support from external personnel in small groups, while the integrative approach trains pre-school teachers to provide language support throughout the day. The control group consists of children who receive the language support already provided by their preschool.
In particular, we investigate: