Exchanging goods on the linguistic market of second phase teacher training. Translanguaging as an (il)legitimate practice.

Autor/in	Morris, Patricia Louise
Titel	Exchanging goods on the linguistic market of second phase teacher training. Translanguaging as an (il)legitimate practice.
Quelle	In: Journal of research in social sciences and language, 5 (2025) 2, S. 65-89 PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2747-5646
DOI	10.25656/01:34928 10.71514/jssal/2025.175
URN	urn:nbn:de:0111-pedocs-349283
Schlagwörter	Ethnografie; Lehrerausbildung; Fremdsprachenunterricht; Mehrsprachigkeit; Französischunterricht; Spanischunterricht; Referendariat; Bourdieu, Pierre; Deutschland
Abstract	This paper examines translingual practices in the second phase of teacher training (Vorbereitungsdienst) for French and Spanish in Germany. Applying an ethnographic approach based on Grounded Theory Methodology, this study analyses observation protocols from classroom visits, subject-specific seminar sessions, and post-lesson debriefings to reconstruct translingual practices in teacher education. The study is framed by Bourdieu's concept of the linguistic market, which illustrates how institutional contexts assign varying degrees of recognition and value to different language practices. By examining the linguistic practices of teacher trainees, this research explores how institutional norms and language ideologies shape foreign language instruction. Findings reveal a paradoxical approach to multilingualism: while teacher trainees (and teacher educators) employ translingual and multimodal strategies, pupils are expected to adhere strictly to the monolingual norm in the target language. This tension reflects broader power structures in education, reinforcing linguistic hierarchies. By critically examining translingual practices in teacher training, this paper contributes to the discussion on language policy, pedagogical norms, and the professionalization of foreign language teachers. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3