Professionalism and multilingualism in Greece and Canada. An international comparison of (minority) teachers' views on linguistic diversity and language practices in monolingual vs. multilingual educational systems.

Autor/inn/en	Panagiotopoulou, Argyro; Rosen, Lisa
Titel	Professionalism and multilingualism in Greece and Canada. An international comparison of (minority) teachers' views on linguistic diversity and language practices in monolingual vs. multilingual educational systems.
Quelle	In: Tertium comparationis, 21 (2015) 2, S. 225-250Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
DOI	10.25656/01:24643
URN	urn:nbn:de:0111-pedocs-246434
Schlagwörter	Empirische Untersuchung; Erfahrung; Expertenbefragung; Fragebogenerhebung; Interview; Leitfadeninterview; Deutschland; Erfahrung; Europa; Griechenland; Interview; Kanada; Lehrer; Mehrsprachigkeit; Bildungssystem; Schule; Sprache; Bildungssystem; Lehramtsstudent; Internationaler Vergleich; Migration; Auslandsschule; Forschungsprojekt; Sprachgebrauch; Schule; Schulalltag; Auslandsschule; Begegnungsschule; Lehrer; Lehramtsstudent; Monolingualismus; Sprache; Sprachgebrauch; Mehrsprachigkeit; Migration; Migrationshintergrund; Migrationshintergrund; Leitfadeninterview; Internationaler Vergleich; Ethnische Minderheit; Forschungsprojekt; Deutschland; Europa; Griechenland; Kanada
Abstract	In this article the authors present the design of the research project "Migration-Related Multilingualism and Pedagogical Professionalism" and provide a first look at the material. After a brief introduction, they present their initial thoughts and considerations about pre-service teachers in Germany which motivated them to create this internationally comparative study (2). The following section introduces the research design including their research question and the research fields (3.1), European and Canadian contexts for comparison (3.2), the special situation of German schools abroad in these contexts (3.3), and the methodological framework of the current research (3.4). Afterwards, the authors provide a first look at the empirical data using excerpts from expert interviews with multilingual (minority) teachers at the German Schools in Athens and in Montreal about their views on migration-related multilingualism, linguistic diversity and language practices (4). In the context of research trips in 2013 and 2014, the authors conducted a total of forty-one interviews in Greek and German. In the conclusion, they formulate a hypothesis and a question which they propose to pursue further in their future research (5). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4