The book presents a qualitative intervention study that examines the hypothetically derivable effects of a specific form-focused language support approach on the linguistic learning processes of German as a second language learners in the fourth grade at a primary school in Berlin. From a theoretical perspective, current positions in language teaching and learning research, as well as second language acquisition research, are specified for the topic of German as a second language and sharpened in relation to school-relevant concepts. The focus of the study is on local prepositional phrases in the context of oral narratives and interactions. Based on the transcriptions, the following questions are investigated: Does a cognitively stimulating form-focused language support instruction affect the children's language productions? Are there observable changes after the implementation of the instructional sequence?.