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The focus of the following literature review is on children’s language background (reviewed in chapter 2.4) and their institutional environment (i.e., program intensity, see chapters 2.2 and 2.3), because the present study deals with the linguistic development of minority and majority language children in elementary schools with different degrees of English intensity. However, other factors are also included. Chapter 2.5 reviews effects of gender on elementary schoolers’ development of German and English, and chapter 2.6 focuses on students’ cognitive skills, with special reference to nonverbal intelligence. Finally, chapter 2.7 deals with effects of students’ family and social environment, particularly with those relating to the parents’ educational background. As this study focuses on reading and writing, definitions and models of L1 (first language) and L2 (second / foreign language) reading and writing are provided at the beginning of chapter 2 (i.e., in chapter 2.1).