Finding spaces for all languages. Teacher educators’ perspectives on multilingualism

Goltsev, Evghenia; Olfert, Helena; Putjata, Galina

doi:10.1080/09500782.2022.2085047

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…This behavior has been explained as following: Being teachers, and thus academics themselves, this group of multilingual teachers who mostly grew up in Germany, have successfully passed through the German school and university system and today, they reproduce the constructed value of the educational language German for the successful educational biography. They have hardly encountered family languages in the school context and have not had the opportunity to acquire the expected multilingual reading and writing skills in the institution of school, since the teaching of family languages in German has so far been an exception (Goltsev et al, 2022). Their own perception of multilingualism is the result of socio-political discourse on multilingualism as reflected on the linguistic market of educational institutions.…”

Section: Ascriptions and (Self-)perception Of Minority Teachers' Role...mentioning

confidence: 99%

“…It is for instance imperative that not only those who themselves have migration related experience but all teachers foster these changes (Mantel & Leutwyler, 2013;Stitzinger, 2014;Goltsev & Bredthauer, 2020). These modifications should also include professionalization on dealing with multilingualism: Multilingual teachers must be prepared to endure antinomies and contradictions and to shape their own practice in them (Goltsev et al, 2022). Beneficial approaches might be those that enhance possible potentials of multilingual teachers (Rosen & Lengyel, 2012;Lengyel & Rosen, 2015;Putjata, 2018;Syring et al, 2019).…”

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

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Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

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This chapter presents the state of the art focusing on the so-called teachers with “migration background” in Germany. Applying the method of the literature review, we summarize current and emerging research trends as well as understudied areas in Germany. The chapter provides the reader with a critical survey of the extensive literature produced in the past decade and a synthesis of current thinking on the topic at hand across disciplines and methodological approaches. The chapter opens up with a concise presentation of the context, objectives and the methodology of the study. These are followed by a critical synopsis of the findings and a closing conclusion. The results of the analysis reveal that a vast amount of research is focusing on the three following domains: Ascriptions and (Self-)perception of minority teachers’ role in education such as the responsibility of fostering the linguistic diversity) Minority teachers’ role for students and students’ own perspectives, e.g. the importance of the multilingual teachers for self-positioning of the students as migration-related multilinguals; as well as professional integration of minority teachers including access to the labour market and teacher education revealing an underrepresentation of minority teachers in schools. In the conclusion we point out new perspectives and areas in need of further research, such as the demand for new approaches on how to constructively include migration-related multilingualism in the course of teacher education.

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Section: Ascriptions and (Self-)perception Of Minority Teachers' Role...mentioning

confidence: 99%

Section: Professional Integration and Teacher Educationmentioning

confidence: 99%

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Goltsev

Putjata

Knaus³

2023

To Be a Minority Teacher in a Foreign Culture

Self Cite

View full text Add to dashboard Cite

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“…The results also indicate that the extent of experience they already gained increases their willingness to use multilin gual methods in later professional life. (Goltsev, Olfert & Putjata 2022). Zweitens sind sie für die allgemeine unterrichtliche Rahmung verantwortlich, so beispielsweise hinsichtlich einer offenen Unterrichtsat mosphäre und einer wertschätzenden Haltung gegenüber allen (Einzel-)Sprachen und Varietäten, die den Einbezug des gesamten sprachlichen Systems in Lehr-/Lernpro zesse erst möglich machen (Triulzi & Maahs 2021).…”

Section: Introductionunclassified

Mehrsprachigkeit und Bildungspraxis

2023

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Die Bedeutung von mehrsprachiger Bildung für Lernprozesse, für eine inklusive Bildungsumgebung sowie im erweiterten Sinn auch für Individuen und Gesellschaft ist Thema des Sammelbandes. Die Autor:innen plädieren für einen stärkeren Einbezug sprachlicher Vielfalt in Bildungseinrichtungen. Der Schwerpunkt des Sammelbands liegt auf den Potenzialen mehrsprachiger Bildungspraktiken zur Entwicklung von fachlichen und persönlichen Kompetenzen sowie zur Bewältigung des Alltags in einer mehrsprachigen Gesellschaft. Die Autor:innen präsentieren konkrete Vorschläge zur Forschung, Umsetzung und Evaluation mehrsprachiger Bildungspraktiken. Eine zentrale Rolle in der Forschungsdebatte spielt die kritische Reflexion des Translanguaging-Konzepts von Ofelia García. Darüber hinaus werden die Diagnostik von Mehrsprachigkeit, die Rolle von Herkunftssprachen in der Bildungspraxis sowie Diskrepanzen zwischen den Überzeugungen von Grundschullehrkräften und der tatsächlichen Umsetzung einer mehrsprachigen Bildungspraxis thematisiert. Der Sammelband bietet vielfältige Perspektiven auf die Potenziale, Herausforderungen und Chancen von mehrsprachiger Bildungspraxis. Er richtet sich an Forschende, Praktiker:innen sowie Studierende, die an einer evidenzbasierten und inklusionsorientierten Bildung interessiert sind und sich für die Förderung mehrsprachiger Kompetenzen einsetzen möchten.

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Language education policy and transnational and translingual social practices at schools. Commentary on the special issue

Thoma

2023

Linguistics and Education

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Finding spaces for all languages. Teacher educators’ perspectives on multilingualism

Cited by 5 publications

References 21 publications

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Teachers with Migration Background in German Discourse: Insights into Research on Education, Professional Integration and Self-Perception

Mehrsprachigkeit und Bildungspraxis

Language education policy and transnational and translingual social practices at schools. Commentary on the special issue

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