'It Is Okay if You Speak Another Language, But … ': Language Hierarchies in Mono- And Bilingual School Teachers' Beliefs

Autor/inn/en	Putjata, Galina; Koster, Dietha
Titel	'It Is Okay if You Speak Another Language, But … ': Language Hierarchies in Mono- And Bilingual School Teachers' Beliefs
Quelle	In: International Journal of Multilingualism, 20 (2023) 3, S.891-911 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Putjata, Galina) ORCID (Koster, Dietha)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2021.1953503
Schlagwörter	Language Usage; Teacher Attitudes; Language of Instruction; School Policy; Bilingual Schools; Immigration; Second Language Learning; Second Language Instruction; Multilingualism; Educational Theories; German; Monolingualism; Language Attitudes; Equal Education; Social Integration; Foreign Countries; Code Switching (Language); Native Language; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Germany + Suchen Sie Ihr Suchwort? Sprachgebrauch; Lehrerverhalten; Teaching language; Unterrichtssprache; Schulpolitik; Bilingual scholl; Bilinguale Schule; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Educational theory; Theory of education; Bildungstheorie; Deutscher; Sprachverhalten; Soziale Integration; Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Deutschland
Abstract	How do teachers deal with multilingual pupils, and what reasons govern these choices? Whereas most studies on this topic have examined teachers in schools with monolingual policies, this paper includes teachers at bilingual schools. Framed by pedagogical theory, we present a qualitative research study based on interviews with teachers in the German state North Rhine-Westphalia (NRW). This area constitutes an interesting research site since 30-50% of the children are multilingual, but language policies in schools differ: Whereas most schools have a monolingual orientation, bilingual schools aim to purposely integrate languages beyond German in regular classes. Our results show that despite the differences in school language policies, despite different professional biographies and independent of knowledge on multilingual upbringings, teachers in mono- as well as bilingual schools reproduce the unquestioned perception of a monolingual norm. Furthermore, teachers at bilingual schools focusing on European languages deem migration-induced multilingualism as even less important than do teachers at regular schools. Finally, the results underline the importance of institutional policies and allow for insights into individual logic. On a larger horizon, the study contributes to issues of language-responsible teaching, equal opportunities, educational equality and social cohesion. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01