Neither monolingual nor multilingual: on the selective-lingual habitus of teachers in Germany.

Autor/in	Ricart Brede, Julia
Titel	Neither monolingual nor multilingual: on the selective-lingual habitus of teachers in Germany.
Quelle	Aus: Van der Walt, Christa (Hrsg.): Multilingualism in modern contexts. Unseen, hidden, and minoritised languages in multilingual contexts. Stellenbosch: African Sun Media (2025) S. 61-73Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	978-0-6398892-4-5
Schlagwörter	Einstellung (Psychologie); Schule; Lehrer; Lehrerin; Monolingualismus; Mehrsprachigkeit; Orientierung; Bildungsforschung; Professionalisierung; Habitus
Abstract	The article serves as a call for a more nuanced view of teachers' attitudes to multi-lingualism and linguistic diversity in German schools and classrooms. The assumption is that, nowadays, most teachers in Germany no longer maintain a monolingual habitus, yet they do not adopt a multilingual habitus either. The article argues that teachers in Germany - in a controlled and limited manner - do allow different lan¬guages and varieties to be present in everyday school life. The article explains the factors that determine which forms of multilingualism and which languages and varie¬ties are given justification and attention in the classroom - and which are not (section 2). In the following, the explanations lead to the proposal to speak of a selective-lingual habitus rather than a monolingual habitus, which teachers in Germany embody regarding the management of multilingualism in the classroom (section 3). Additionally, the article goes on to argue that it is precisely the over¬coming of the selective-lingual habitus and the development of a genuine multilingual habitus that could lead to an increase in practices of lingualisation (section 4).
Erfasst von	Externer Selbsteintrag
Update	2026/3