TY - JOUR

T1 - Appreciation of multilingual teaching activities by secondary school students in Germany: findings from a quasi-experimental intervention study on teaching French

AU - Göbel, Kerstin

AU - Schmelter, Lars

AU - Neuber, Katharina

AU - Struck, Linda

N1 - Publisher Copyright: © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

PY - 2024/6/4

Y1 - 2024/6/4

N2 - Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment–Companion Volume. Council of Europe Publishing]. This paper presents the results of a quasi-experimental pre–post control-group study on the implementation of multilingual teaching activities in teaching French as a second foreign language at secondary grammar schools in Germany (in total n = 221 students, a convenience sample of 207th grade classes). Results of analysis of questionnaires and interviews with students show a positive appreciation of multilingual teaching activities, especially among students with migration background who have been raised plurilingually, and an increase in the appreciation of multilingual teaching activities among students who have been raised monolingually in the lingua franca German. Furthermore, the results indicate that the intervention was relevant to students’ intercultural learning in terms of fostering their appreciation of multilingual teaching activities, even though the teaching materials prepared for the study were not implemented consistently in all participating classes.

AB - Recognising and appreciating linguistic diversity and different cultural identities is an important educational goal for the development of our societies [Council of Europe 2007. From Linguistic Diversity to Plurilingual Education: Guide for the Development of Language Education Policies in Europe. Council of Europe Publishing; 2020. Common European Framework of Reference for Languages: Learning, Teaching, Assessment–Companion Volume. Council of Europe Publishing]. This paper presents the results of a quasi-experimental pre–post control-group study on the implementation of multilingual teaching activities in teaching French as a second foreign language at secondary grammar schools in Germany (in total n = 221 students, a convenience sample of 207th grade classes). Results of analysis of questionnaires and interviews with students show a positive appreciation of multilingual teaching activities, especially among students with migration background who have been raised plurilingually, and an increase in the appreciation of multilingual teaching activities among students who have been raised monolingually in the lingua franca German. Furthermore, the results indicate that the intervention was relevant to students’ intercultural learning in terms of fostering their appreciation of multilingual teaching activities, even though the teaching materials prepared for the study were not implemented consistently in all participating classes.

KW - Plurilinguality

KW - culturally responsive teaching

KW - foreign language teaching

KW - intercultural learning

KW - linguistically responsive teaching

KW - Educational science

UR - http://www.scopus.com/inward/record.url?scp=85195214223&partnerID=8YFLogxK

U2 - 10.1080/01434632.2024.2355273

DO - 10.1080/01434632.2024.2355273

M3 - Journal articles

JO - Journal of Multilingual and Multicultural Development

JF - Journal of Multilingual and Multicultural Development

SN - 0143-4632

ER -