The operationalization of migration background solely through first language learned conflates language proficiency with migration status. This introduces a critical confounding variable: are the observed differences in friendships, interactions, and peer acceptance due to migration background per se, or primarily due to current German language ability? Without controlling for German proficiency, it is unclear whether the effects are attributable to cultural/ethnic factors or to communication barriers. How did you account for varying levels of German language competence among students classified with a migration background? Could the results instead reflect language-related social dynamics rather than migration-related exclusion?
