Multilingual teaching practices in primary classrooms in Germany: Language comparisons.

Autor/inn/en	Ticheloven, Anouk; Schwenke-Lam, Trang; Fürstenau, Sara
Titel	Multilingual teaching practices in primary classrooms in Germany: Language comparisons.
Quelle	Aus: Kirsch, Claudine (Hrsg.); Duarte, Joana (Hrsg.): Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education. 1. Aufl. London, UK: Routledge (2020) 18 S. PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Routledge research in language education
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-0-367-18135-2; 978-0-429-05967-4
DOI	10.4324/9780429059674
Schlagwörter	Fragebogen; Schulentwicklung; Grundschule; Lehrer; Schüler; Interkulturelles Lernen; Lernen; Lehren; Sprachvergleich; Fremdsprachenunterricht; Mehrsprachigkeit; Muttersprache; Deutschland
Abstract	The present chapter investigates real life teaching practices used by teachers who reported to be open to multilingualism. The study focuses on one specific multilingual teaching strategy: language comparisons. The use of language comparisons has been promoted in the context of translanguaging, language awareness, and, more generally, holistic multilingual pedagogies. Since linguistic diversity in European and German classrooms is a constant, both national and European policy-makers emphasise the importance of comparing languages. To contribute to this field of research, we investigate how teachers in German classrooms use language comparisons in their lessons. To this end, we analysed quantitative questionnaire data and qualitative observation data from the research project "Mehrsprachigkeit als Handlungsfeld Interkultureller Schulentwicklung", MIKS (Multilingualism as a Field of Action in Intercultural School Development). In the MIKS project, teachers from 17 German primary schools participated in a training program for professionalisation and school development. These programs are designed to develop constructive approaches to incorporate students' home languages into the classroom. Before and after the training program, teachers completed a questionnaire. During the training program, ethnographic observations were conducted in four focus schools. The pre-questionnaire results demonstrate that two-thirds of the teachers reported using language comparisons as a teaching strategy. The qualitative data show a recurring pattern with three different levels of teacher initiatives: teachers reacting to students' language comparisons; improvised spontaneous language comparisons; or undertaking planned language comparisons. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2