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The multilingual classroom

Internally funded project

Start date : 15.11.2021

End date : 01.10.2024

Website: https://www.grundschulforschung.phil.fau.de/forschung-2/projekte/unterrichts-sowie-lehrerinnen-und-lehrerbildungsforschung-im-gr

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• Overview

   

Project details

Short description

“About 20 percent of Germany’s population speak in their family an additional language next to German. In Germany 100.000 children grow up multilingual.” (www.deutschland.de)

In 2003 International comparison of student competences showed, that the correlation of social and language-cultural background with school achievement of 4th grade children is nowhere higher than in Germany. Children from socially underprivileged families and/or with migrant background and language (comprehension) problems do not reach in the IGLU (international primary education reading) assessment the benchmarks of their peers. (Hellmich/Kiper 2016; vgl. Schwippert/Bos/Lankes 2003) The education report 2016 and could show in this regards some advances (vgl. Bildungsbericht 2016, 2020).

Scientific Abstract

While the academic discourse recognizes multilingualism as a resource, large-scale assessments of learning outcomes show another picture (Kropp, 2017). Educational research investigates systemic and structural causes of discriminations in this field and tries to generate recommendations for practice (Gogolin 2008, Dirim et al. 2013). The German primary education association formulated in 2019 four demands to better support multilingualism in classrooms:

1.       Support children to acquire academic language/Language education in all subjects

2.       Multilingualism as resource/opportunity

3.       Pedagogical diagnostic as basis for evidence based, planned language education

4.       Intercultural learning and language awareness (multilingual classroom as learning opportunity)

In this context and because it addresses especially language related learning, the primary education teacher students of FAU are being sensitized and prepared to work in multilingual classrooms. The Institute of primary education research provides courses with theoretical and practical exercises allowing students to create ideas for their future profession.

Project description: Podcast on multilingualism in classrooms

A group of students develops with their teacher a podcast on the topic. The podcast should be available for students and teachers.

 

Literature:

IGLU (Internationale Grundschul-Lese-Untersuchung) Studie des BMBF[1]

Bildungsbericht 2016. Autorengruppe Bildungsberichterstattung (2016): Bildung in Deutschland 2016. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung und Migration, Bielefeld: Bertelsmann, URL: http://bildungsbericht.de (Zugriff vom 29.11.2021)

Busch, B. (2017). Mehrsprachigkeit. UTB.

Dirim, I., & Oomen-Welke, I. (Eds.). (2013). Mehrsprachigkeit in der Klasse: wahrnehmen-aufgreifen-fördern. Ernst Klett Sprachen GmbH

Gogolin, I. (2008). Der monolinguale Habitus der multilingualen Schule.

Jung, B., & Günther, H. (2007). Erstsprache, Zweitsprache, Fremdsprache. Beltz.

Kropp, A. (2017): (Herkunftsbedingte) Mehrsprachigkeit als Ressource? In: Mehrsprachigkeit und Ökonomie.

Lankes, E. M., Bos, W., Mohr, I., Plaßmeier, N., Schwippert, K., Sibberns, H., & Voss, A. (2003). II. Anlage und Durchführung der Internationalen Grundschul-Lese-Untersuchung (IGLU) und ihrer Erweiterung um Mathematik und Naturwissenschaften (IGLU-E). Erste Ergebnisse aus IGLU Schülerleistungen am Ende der vierten Jahrgangsstufe im internationalen Vergleich, 7-28.

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Contributing FAU Organisations:

Research Areas