Pockets of Possibility: Students of English in Diverse, Multilingual Secondary Schools in Austria

Autor/inn/en	Erling, Elizabeth J.; Brummer, Michael; Foltz, Anouschka
Titel	Pockets of Possibility: Students of English in Diverse, Multilingual Secondary Schools in Austria
Quelle	In: Applied Linguistics, 44 (2023) 1, S.72-102 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erling, Elizabeth J.) ORCID (Foltz, Anouschka)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amac037
Schlagwörter	Foreign Countries; Secondary School Students; English (Second Language); Second Language Learning; Second Language Instruction; Immigrants; Middle School Students; Student Attitudes; Student Diversity; Multilingualism; Native Language; Language Proficiency; Student Participation; Code Switching (Language); Classroom Techniques; Classroom Communication; Self Concept; Teacher Student Relationship; Outcomes of Education; High School Students; Cultural Background; Austria + Suchen Sie Ihr Suchwort? Ausland; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Immigrant; Immigrantin; Immigranten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Schülerverhalten; Mehrsprachigkeit; Multilingualismus; Language skill; Language skills; Sprachkompetenz; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenführung; Klassengespräch; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernleistung; Schulerfolg; High school; High schools; Oberschule; Studentin; Österreich
Abstract	This study provides a counter-narrative to commonly found deficit discourses about LX English learners from migration backgrounds in Europe. A questionnaire was conducted with 108 middle school students and 100 high school students in Austria in a context which has been relatively unexplored: non-elite, linguistically diverse small-town schools. Here, students are meeting their learning outcomes for English at a higher success rate than the national average, and this success in LX learning aligns with high reported levels of home language proficiency. Responses indicate that linguistically diverse students are more likely to succeed when they feel comfortable in the English classroom and actively participate in lessons. Students' success is also related to their teachers showing an interest in their linguistic and cultural backgrounds. Findings thus suggest that this context is allowing for the creation of 'pockets of possibility' where teachers take on the rudiments of a translanguaging stance and create safe spaces in which students perform their multilingual identities as valued and welcome members of the classroom community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01