Germany's population has become more multilingual due to immigration in recent decades. For the economic reconstruction of Germany after World War II, workers from Southern and Eastern Europe had been recruited in the 1970s. They and their descendants have become residents and still speak their languages of origin in everyday family life. In addition, there are immigrants from countries of the European Union, who are free to work and live in Germany without any restrictions, and refugees. Overall, about one-fifth of the German resident population speaks languages beyond German in their families (destatis 2022), and the proportion of multilingual students at schools is currently 23 percent (Geis-Thöne 2023). For more than 20 years, national and international comparative studies have shown that this group of multilingual students performs significantly worse at school than monolingual students and that the disadvantage is particularly strong in Germany (Weis et al. 2019, OECD 2023, Stubbe et al. 2023). Various compensatory support programs that have been implemented, especially German language support, seem to be only marginally effective. The results of a study on institutional discrimination by Gomolla & Radtke (2009) show that the disadvantage of immigrant students in Germany is at least partly due to discriminatory structures in the educational system. Using the example of the German federal state of Schleswig Holstein, where not only immigrant minorities live, but also autochthonous minorities (Danish minority, Frisians, Sinti and Roma), we investigate the question to what extent discriminatory structures can be identified specifically in the context of multilingualism or family languages other than German. To do so, we present the results of a reconstructive critical discourse analysis (Wodak & Meyer 2016) on structural inclusion and exclusion of first languages other than German in the Schleswig-Holstein education system. The object of the analysis is legislation, school laws, and reports on bi-/multilingual education programs since the 1970s. On the one hand, the results show different forms of linguicism, i.e., "ideologies and structures which are used to legitimate, effectuate and reproduce an unequal division of power and resources [...] between groups which are defined on the basis of language" (Skuttnab-Kangas 1988, p. 13). On the other hand, it becomes apparent that structural linguicism in the educational system is closely linked to the increase of linguistic assimilationist orientations (Döll 2019) of German educational policy in response to the September 11 attacks.

destatis (2023). Bevölkerung mit Migrationshintergrund. Wiesbaden. Döll, M. (2019). Sprachassimilativer Habitus in Bildungsforschung, Bildungspolitik und Bildungspraxis. ÖDaF, 1+2/2019, 191-206. Geis-Thöne, W. (2022). Kinder mit nicht deutschsprechenden Eltern. IW-Trends, 49./1, 111-132. Gomolla, M., & Radtke, F. O. (2009). Institutionelle Diskriminierung. Wiesbaden. OECD (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA. Paris. Skutnabb-Kangas, T. (1988). Multilingualism and the Education of Minority Children. In T. Skutnabb-Kangas & J. Cummins, Jim (Eds.), Minority education: from shame to struggle. Clevedon, Avon. Stubbe, T. et al. (2023). Soziale und migrationsbedingte Disparitäten in der Lesekompetenz von Viertklässlerinnen und Viertklässlern. In McElvany, N. et al. (Eds.), IGLU 2021. Münster. Weis, M. et al. (2019). Soziale Herkunft, Zuwanderungshintergrund und Lesekompetenz. In K. Reiss et al. (Eds.), PISA 2018. M Wodak, R., & Meyer, M. (Ed.) (2016). Methods of critical discourse studies (3rd edn). London.