Worldwide, more than half of all people are multilingual and multilingualism is not a new phenomenon in Germany either. For example, people who acquire several languages from birth and early childhood are considered multilingual, but also people who learn additional languages after their first language in adolescence or adulthood.
There are still many myths surrounding multilingualism today - i.e. beliefs or factual assertions without empirical justification that have been scientifically dispelled or still need to be dispelled. For example, there is a widespread belief that it is too much of a challenge for children to grow up multilingual. In fact, however, multilingualism is neither a cause of language development disorders, nor does it represent a hurdle when children are affected by, for example, language development disorders, autism or trisomy 21.[1] In general, it can be stated that multilingualism has a positive effect on the cognitive development of children.
[1] For further information, see Chilla, S./Niebuhr-Siebert, S. (2017): Mehrsprachigkeit in der KiTa. Grundlagen - Konzepte - Bildung. Stuttgart: Kohlhammer, p. 79.
The Griffbereit and Rucksack KiTa programmes stimulate and accompany parent-child interaction to strengthen multilingual development. If parents speak a lot with the child in the language they identify with most or know best, this has a fundamentally beneficial effect on language acquisition and social-emotional development.
A respectful approach to multilingualism enables diversity to be lived and promotes social cohesion. In order to use multilingualism as an educational resource, educational institutions must offer opportunities for multilingual development. The Griffbereit and Rucksack KiTa programmes link the approach of multilingual education with a concept of diversity-conscious parent education.
For more detailed facts on multilingual growing up and further literature references go to this way!