Students’ perspectives on multilingualism in the classroom

Pupils bring a wide range of multilingual skills to the classroom. There is now also a wide range of didactic concepts on how multilingualism can be incorporated into lessons. Various studies have already been carried out on teachers’ views of such multilingual teaching concepts. However, the learners’ perspective on multilingual teaching is still a desideratum. This study addresses this research gap by conducting and evaluating group interviews with the participating pupils following multilingual micro-interventions in lessons in various subjects. For the micro-interventions, these teaching activities amongst others are designed multilingually: Activating prior knowledge (e.g. mind maps), searching for and developing authentic sources (e.g. advertisements), making individual notes, on-task communication in tandems, language comparisons, presenting work results (e.g. original quotations). The transcribed interview data will be analyzed using content analysis and in-depth segment analyses.

Duration: 

since 2023

References:

Bredthauer, Stefanie & Engfer, Hilke (2016). Multilingualism is great – But is it really my business? – Teachers’ approaches to multilingual didactics in Austria and Germany. Sustainable Multilingualism 9/2016, 104-121. Online unter: http://dx.doi.org/10.7220/2335-2027.9.5.