Abstract
Integration courses in Germany started in 2005 as a consequence of the newly promulgated immigration law, the so-called Zuwanderungsgesetz, a set of laws that restructured the 2005 legislation on foreigners in the Federal Republic of Germany with the first version of the Residence Act and the Freedom of Movement Act. Since then, although these laws have experienced changes in structure and audience, what has not changed is the presence of multilingual competences in classrooms in German as the norm. The mere presence of multilingualism in the courses does not automatically equal multilingual pedagogy. In this article, we present a quantitative study participants concerning the attitudes towards multilingualism and multilingual pedagogy of teachers in courses of German as a Second Language. The results indicate that one third of the participants present a consistent and marked “monolingual habitus” (Gogolin 1994; 1997), possibly influencing how open they are to including multilingual practices in their teaching. The remaining two thirds indicate openness to a multilingual orientation, but still engage in predominantly monolingual teaching practices: a contradicting stance in need of further investigation.
| Dokumententyp: | Zeitschriftenartikel |
|---|---|
| Keywords: | adult education ; German as a Second Language ; multilingualism |
| Fakultät: | Sprach- und Literaturwissenschaften > Department 1 |
| Themengebiete: | 400 Sprache > 400 Sprache |
| ISSN: | 2192-953X |
| Sprache: | Englisch |
| Dokumenten ID: | 128519 |
| Datum der Veröffentlichung auf Open Access LMU: | 26. Sep. 2025 07:44 |
| Letzte Änderungen: | 26. Sep. 2025 07:44 |
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