ABSTRACT
After Scandinavian-German conferences on the languages of immigrant workers and their children in Roskilde (1978) and Berlin (1980), Tove Skutnabb-Kangas analyzed the situation of immigrants in Scandinavia and Germany (SkutnabbKangas, 1982). She came to the conclusion that due to different immigration policies, different educational strategies would be advisable in the two regions. While in Scandinavia residence rights have always been fairly secure and the greatest danger could be seen in assimilation, in Germany residence was by no means secure and segregated school models existed which were the target of much criticism. There was fairly widespread agreement among scientists that integration into the German school system with German language instruction as a priority was desirable and that demands for the mother tongue should be ‘postponed’ (SkutnabbKangas, 1982, 76).
