'More languages - more cultures' - that's what students encounter in their practical semester in each primary school class. In schools and research, however, pupils' linguistic resources are still predominantly measured in terms of the German language, which leads to the identification of deficits and compensatory support measures. In the sub-project of the PRONET² project, which runs from 2019 to 2023, the reflection of the triad child - primary school - language/writing in the seminar accompanying the project is regarded as the basis for sensitising multilingual teaching and learning situations, which characterises the interactions of written language learning in school lessons in their linguistic and intercultural nature. Teacher trainees should analyse conditions and develop possibilities for expanding the (written) language skills of multilingual children in primary school lessons. For this purpose, different languages are addressed, observations from the practical semester classes are discussed with regard to identity-forming and difference-marking aspects, multilingual didactic concepts are presented and tested and institutional and language policy backgrounds are critically examined. Finally, the design-oriented accompanying research focusses on how the tested teaching formats are handled and whether they are actually suitable for highlighting the importance of multilingualism in German lessons to the students.
