Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Standard

Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education. / Olfert, Helena; Schmitz, Anke.
Handbook of Research and Practice in Heritage Language Education. Hrsg. / Peter Pericles Trifonas; Themistoklis Aravossitas. Cham: Springer, 2018. S. 397-415 (Springer International Handbooks of Education).

Publikation: Beiträge in SammelwerkenKapitelbegutachtet

Harvard

Olfert, H & Schmitz, A 2018, Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education. in PP Trifonas & T Aravossitas (Hrsg.), Handbook of Research and Practice in Heritage Language Education. Springer International Handbooks of Education, Springer, Cham, S. 397-415. https://doi.org/10.1007/978-3-319-44694-3_25

APA

Olfert, H., & Schmitz, A. (2018). Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education. In P. P. Trifonas, & T. Aravossitas (Hrsg.), Handbook of Research and Practice in Heritage Language Education (S. 397-415). (Springer International Handbooks of Education). Springer. https://doi.org/10.1007/978-3-319-44694-3_25

Vancouver

Olfert H, Schmitz A. Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education. in Trifonas PP, Aravossitas T, Hrsg., Handbook of Research and Practice in Heritage Language Education. Cham: Springer. 2018. S. 397-415. (Springer International Handbooks of Education). doi: 10.1007/978-3-319-44694-3_25

Bibtex

@inbook{2ee0bf4ec32d4744b18135b57d617189,
title = "Heritage Language Education in Germany: A Focus on Turkish and Russian from Primary to Higher Education",
abstract = "The purpose of the present chapter is to demonstrate the implementation of two major heritage languages, Turkish and Russian, throughout the German educational system. Due to historical reasons, these languages differ according to their institutional implementation, their instruction from primary to higher education and their acceptance by society. In this context, after a brief outline of the migration processes of Russian and Turkish speakers to Germany, the chapter discusses characteristics of heritage language instruction in contrast to foreign language teaching in primary and secondary schools. While in primary education heritage language instruction is established in almost every public school throughout Germany for more than 30 years, Russian and Turkish language learning in secondary schools is considerably heterogeneous depending on the assigned status of the language. By providing course attendance rates for Russian and Turkish speakers, this chapter also traces differences in the language maintenance motives of these two migrant groups. At university level, only recently specific courses for heritage language students have been established at some university language centers thus recognizing heritage languages as a resource and empowerment tool. The discussion of the implementation of Turkish and Russian in the German educational system considers factors such as official legislation, the status and prestige of the respective language at different educational levels, issues of teacher education, the development of adequate curricula and learning material as well as diagnostic test instruments.",
keywords = "Empirical education research, heritage language education, implementation of minority languages, German educational system, turkish, Russian, Educational science, Foreign language didactics",
author = "Helena Olfert and Anke Schmitz",
year = "2018",
doi = "10.1007/978-3-319-44694-3_25",
language = "English",
isbn = "978-3-319-44692-9",
series = "Springer International Handbooks of Education",
publisher = "Springer",
pages = "397--415",
editor = "Trifonas, {Peter Pericles} and Themistoklis Aravossitas",
booktitle = "Handbook of Research and Practice in Heritage Language Education",
address = "Germany",

}

RIS

TY - CHAP

T1 - Heritage Language Education in Germany

T2 - A Focus on Turkish and Russian from Primary to Higher Education

AU - Olfert, Helena

AU - Schmitz, Anke

PY - 2018

Y1 - 2018

N2 - The purpose of the present chapter is to demonstrate the implementation of two major heritage languages, Turkish and Russian, throughout the German educational system. Due to historical reasons, these languages differ according to their institutional implementation, their instruction from primary to higher education and their acceptance by society. In this context, after a brief outline of the migration processes of Russian and Turkish speakers to Germany, the chapter discusses characteristics of heritage language instruction in contrast to foreign language teaching in primary and secondary schools. While in primary education heritage language instruction is established in almost every public school throughout Germany for more than 30 years, Russian and Turkish language learning in secondary schools is considerably heterogeneous depending on the assigned status of the language. By providing course attendance rates for Russian and Turkish speakers, this chapter also traces differences in the language maintenance motives of these two migrant groups. At university level, only recently specific courses for heritage language students have been established at some university language centers thus recognizing heritage languages as a resource and empowerment tool. The discussion of the implementation of Turkish and Russian in the German educational system considers factors such as official legislation, the status and prestige of the respective language at different educational levels, issues of teacher education, the development of adequate curricula and learning material as well as diagnostic test instruments.

AB - The purpose of the present chapter is to demonstrate the implementation of two major heritage languages, Turkish and Russian, throughout the German educational system. Due to historical reasons, these languages differ according to their institutional implementation, their instruction from primary to higher education and their acceptance by society. In this context, after a brief outline of the migration processes of Russian and Turkish speakers to Germany, the chapter discusses characteristics of heritage language instruction in contrast to foreign language teaching in primary and secondary schools. While in primary education heritage language instruction is established in almost every public school throughout Germany for more than 30 years, Russian and Turkish language learning in secondary schools is considerably heterogeneous depending on the assigned status of the language. By providing course attendance rates for Russian and Turkish speakers, this chapter also traces differences in the language maintenance motives of these two migrant groups. At university level, only recently specific courses for heritage language students have been established at some university language centers thus recognizing heritage languages as a resource and empowerment tool. The discussion of the implementation of Turkish and Russian in the German educational system considers factors such as official legislation, the status and prestige of the respective language at different educational levels, issues of teacher education, the development of adequate curricula and learning material as well as diagnostic test instruments.

KW - Empirical education research

KW - heritage language education

KW - implementation of minority languages

KW - German educational system

KW - turkish

KW - Russian

KW - Educational science

KW - Foreign language didactics

U2 - 10.1007/978-3-319-44694-3_25

DO - 10.1007/978-3-319-44694-3_25

M3 - Chapter

SN - 978-3-319-44692-9

T3 - Springer International Handbooks of Education

SP - 397

EP - 415

BT - Handbook of Research and Practice in Heritage Language Education

A2 - Trifonas, Peter Pericles

A2 - Aravossitas, Themistoklis

PB - Springer

CY - Cham

ER -

DOI

Zuletzt angesehen

Publikationen

  1. Quality of firms' imports and distance to countries of origin
  2. Die Kontextuierung von Leistungswerten bei Vergleichs- und Prüfungsarbeiten
  3. Versprechungen des Rechts
  4. Kreativität und der neue Geist des Kapitalismus
  5. Ein theoretischer Universalschlüssel?
  6. Die Stimme der "Ultrarechten": die Kreuzzeitung 1881 - 1892
  7. Habitat invasion risk assessment based on Landsat 5 data, exemplified by the shrub Rosa rubiginosa in southern Argentina
  8. Der Zusammenhang von Koordination und Körperzusammensetzung bei leistungsorientierten Fußballern im Jugendbereich
  9. Hochschulen zwischen Vergleichbarkeit und Unvergleichbarkeit
  10. Innerstädtisches Einkaufszentrum versus "Rest-City" am Beispiel Siegen
  11. Smartphone bans and workplace performance
  12. Projektvorstellung
  13. Habitus - Pierre Bourdieu
  14. Das Europäische Grenzregime und die Autonomie der Migration
  15. The tattooings of cities
  16. „Symmetrisch? – Das ist, wenn es so richtig schön ist!“
  17. Eine finite-elemente-lösung auf der basis eines erweiterten eindimensionalen querschnittselementes für die freie torsion dünnwandiger prismatischer Stäbe
  18. Business takeovers and firm growth: Empirical evidence from a German panel
  19. Orientierung
  20. Kindersport-Sozialbericht des Ruhrgebiets
  21. Arzneimittelentwicklung
  22. The Gender Composition of Establishments' Workforces and Gender Gaps in Wages and Leadership Positions
  23. Bildungsstandards – Kompetenzen überprüfen
  24. Personality Across the Lifespan
  25. Das physische Selbstkonzept, die individuell präferierte Bezugsnormorientierung und die Zielorientierung bei Grundschulkindern der zweiten und vierten Jahrgangsstufe
  26. Fazit und Ausblick. Aufgaben analysieren
  27. Evidencing and Explaining Democratic Congruence
  28. Psychometric Properties of the German Short Version of the Maslach Burnout Inventory - Student Survey
  29. Digitale Kulturkommunikation