Heritage and School Language Literacy Development in Migrant Children

This research offers a data-driven exploration of how literacy skills transfer between heritage languages and school languages in multilingual children. Drawing from four quantitative studies, primarily conducted in Switzerland, the book moves beyond theoretical debate to provide concrete evidence on how skills in one language can support development in another. It presents a compelling case for viewing a student's entire linguistic repertoire as an interconnected system rather than as separate, competing competencies. The findings challenge deficit-based perspectives by demonstrating the cognitive and educational assets inherent in bilingualism.

What makes this work particularly valuable is its focus on practical implications for educators and policymakers working with migrant populations. By emphasizing the "potential residing in shared resources," the author provides a roadmap for leveraging existing linguistic strengths rather than treating heritage languages as obstacles to overcome. This research will resonate most with language acquisition specialists, curriculum developers, and teachers in multilingual classrooms seeking evidence-based approaches. The book ultimately reframes the conversation around migrant education from one of remediation to one of resource optimization, offering a scientifically-grounded argument for inclusive pedagogical practices.