Sprachen werden benutzt, „um sich auch gewissermaßen abzugrenzen von anderen Menschen“

Panagiotopoulou, Argyro; Rosén, Lisa

doi:10.1007/978-3-658-03809-0_10

Cited by 12 publications

(3 citation statements)

References 6 publications

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“…With regard to language, the teachers examined in these studies reproduce monolingual notions of normality and support the German-only-policy in and outside the classroom (Panagiotopoulou & Rosen, 2016;Putjata, 2019a, b, c). 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.…”

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

confidence: 83%

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: 83%

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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“…Compared to the aforementioned research foci, fewer studies have turned to language as another relevant social category of difference and inequality in the context of (prospective) minority teachers and the associated language-or multilingualismrelated issues (Döll & Knappik, 2015;Lengyel & Rosen, 2015a;Panagiotopoulou & Rosen, 2016). To illustrate this third research focus, we present the results of two studies.…”

Section: Recent Studies On Minority (Pre-service) Teachers In German-...mentioning

confidence: 99%

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Rosén

Lengyel

2023

To Be a Minority Teacher in a Foreign Culture

Self Cite

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This chapter presents a meta-analysis of studies on ethnic minority (prospective) teachers in Germany and German-speaking countries. Starting with “pioneer studies”, current research trends and research foci from the perspective of intercultural education are elaborated: intersectional perspectives on the professional self-concepts of minority teachers, discrimination and anti-Muslim racism experienced by prospective minority teachers, language and multilingualism as a relevant social category of difference and inequality in the context of (prospective) minority teachers and comparisons between (prospective) minority and majority teachers with a focus on the effects of representation of (prospective) minority teachers. Finally, it is argued that in Germany an inclusive perspective on minority teachers, embracing recently immigrated and refugee teachers, is needed to overcome the ethnicised attributions of professional competence and to focus on the discriminatory structures of the German education system, including teacher education.

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“…So far, there is little or no empirical evidence to support these assumptions discussed above. Only a few studies focus on multilingualism and find monolingual orientations in multilingual teachers' practices (Panagiotopoulou & Rosen 2016). However, the underlying beliefs behind these practices remain unclear.…”

Section: Studies With Russian-hebrew Speaking Multilingual Teachersmentioning

confidence: 99%

Russian language maintenance among multilingual teachers in Israeli educational settings

Putjata

2021

Russian Journal of Linguistics

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The present paper focuses on language maintenance among multilingual teachers and presents a research project with Russian-Hebrew speakers on their ideas of language-related normality in educational settings. The main objective is to investigate the role of migration-related multilingual teachers within the multilingual turn. The project approached the topic from three perspectives: the macro level of educational policies, the meso level of educational institutions, and the micro level of linguistic development. Data were collected through biographical interviews with 17 teachers and interpreted within the theoretical framework of language beliefs using the concepts of linguistic market, language awareness and language education policy as well as pedagogical competence. The results show the close interconnectedness of language beliefs on all the three levels. They also show that beliefs can experience a reconstruction. In order to challenge the monolingual idea of normality among teachers, an interwoven intervention on all the three levels is necessary: there is a need for education policy measures (macro level) that would anchor training on dealing with multilingualism (meso level) in regular teacher training and, in doing so, would draw on the existing migration-related multilingual practices of prospective teachers (micro level). This interaction between top-down (professionalization in dealing with multilingualism anchored in educational policy) and bottom-up (migration-related multilingual practices among prospective teachers) measures can enable a shift toward multilingualism as an idea of normality in educational contexts. This paper contributes to a better understanding of the formation, development and reconstruction of language-related idea of normality among teachers and discusses its methodological and theoretical implications.

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Sprachen werden benutzt, „um sich auch gewissermaßen abzugrenzen von anderen Menschen“

Cited by 12 publications

References 6 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

Research on Minority Teachers in Germany: Developments, Focal Points and Current Trends from the Perspective of Intercultural Education

Russian language maintenance among multilingual teachers in Israeli educational settings

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