Seminar paper from the year 2020 in the subject Pedagogy – Nursery Pedagogy, Early Childhood Education, grade: 2.0, University of Cologne (Englisches Seminar I), course: Cross-linguistic language analysis, language: English, abstract: This paper deals with the prejudices and fears that are still associated with multilingual education of children. It is often assumed that more than two languages (e.g. trilingual education) exceed children’s abilities and that children could suffer linguistic damage as a result. This paper therefore deals with studies on multilingualism in infancy, childhood, adulthood and advanced age. It is shown that multilingualism is not harmful, but has the opposite effect: cognitive stimulation. At the same time, reference is made to the normative language development of children compared to the development of multilingual children.
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