The Social, Societal, Cognitive and Motivational Formation of a National Identity in Children through LanguageIn my diploma thesis, I investigated into the issue of how kindergarten children between the age of three and six years acquire of a national identity through endogenous and exogenous factors and processes, especially through language, in which form they are present and at which age they occur. Therefore, I visited two kindergartens in two different municipalities of the Austrian province of Styria.Special emphasis was put on children?s attitude to the English-speakers, their language and ?countries?. Four to five research methods were used. The children were spoken to individually, which was done to get individual opinions, as opposed to doing the testing in groups.First, I had to establish, whether the children possess the cognitive abilities to categorize spatio-geographical entities as classes. Most children do cannot yet class spatio-geographical entities. Some of them have come close. With the second method, I collected data about children?s knowledge, attitudes and beliefs about their immediate surroundings, as well as nations and states etc. and their knowledge, beliefs and attitudes towards their own native language or languages. This method, as well as the following two, required me to read the questions and answers to each child, let them pick one and document their chosen option. Using the third method, I collected data about the children?s intensity of identification, using various questions belonging to different categories, measuring each aspect of the intensity of identification. The fourth method consisted of the children assigning adjectives to Austria and most English-speaking countries.The children?s linguistic skills match their developmental stage. On the other hand, there is also a wide range of differences in developmental progress. The use and understanding of phrases and concepts varies greatly as well.