Academic language proficiency (ALP) is supposed to contribute to success across school subjects and to be a hurdle for students, in particular for those from families with a migration background. The present study investigated the effects of language use (i.e., use of the majority and/or a minority language) at home and at free time as well as of families’ socioeconomic status (SES) on ALP. We used quantile regression and OLS regression approaches to examine the joint contributions of these factors for three facets of ALP in German primary school students with a migration background (N = 1,629). Results underline the role of SES across the whole distribution of the three ALP facets, whereas the role of majority language use differed between the three facets. Furthermore, interaction effects between SES and majority language use at home were observed mainly at high quantiles showing that the positive effect of using the majority language at home increases with higher SES particularly in students with higher ALP. The results are discussed in light of theoretical approaches on the role of SES and language use for ALP of students with a migration background.

学术语言能力（ALP）应该有助于在各个学科上取得成功，并成为学生的障碍，尤其是对那些有移民背景的家庭而言。本研究调查了在家中和空闲时间使用语言（即使用多数和/或少数语言）以及家庭的社会经济地位（SES）对ALP的影响。我们使用分位数回归和OLS回归方法研究了迁移背景（N = 1,629）。结果强调了SES在三个ALP方面的整个分布中的作用，而多数语言使用在三个方面之间的作用是不同的。此外，主要在高分位数上观察到SES与在家使用多数语言之间的交互作用，这表明，随着SES的提高，特别是对于ALP较高的学生，在家使用多数语言的积极影响会增加。根据有关移民背景的学生在SES和语言对ALP的语言使用方面的理论方法，对结果进行了讨论。