Referenzrahmen
Herkunftssprachen und lebensweltliche Mehrsprachigkeit werden von der Schule als Ressource betrachtet und entsprechend wertgeschätzt und genutzt. Die herkunftssprachlichen Hintergründe der Schülerinnen und Schüler werden bei der Planung und Gestaltung des Unterrichts berücksichtigt. Nadine Steckenborn, GGS Astrid-Lindgren, Bergheim (Arbeitsstelle Migration und ZMI - Zentrum Mehrsprachigkeit und Integration)
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