Migration-Based Multilingualism in the English as a Foreign Language Classroom: Learners' and Teachers' Perspectives

Research output: Journal contributionsScientific review articlesResearch

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Durch Internationalisierung, Globalisierung von Wirtschaft, Politik und Kultur sowie durch aktuelle Entwicklungen im Bereich der Integration von Geflüchteten sind territorialer sowie individueller Multilingualismus Normalität geworden. Die internationale Tertiärsprachenforschung hat verschiedene individuelle sowie institutionelle Erfolgs- und Risikofaktoren identifiziert, die sich auf die Mehrsprachigkeit des Individuums auswirken und den Erwerb weiterer Fremdsprachen beeinflussen. Der Fokus wurde dabei allerdings bisher zu wenig auf eine subjektorientierte Akteursperspektive gelegt. Der vorliegende Beitrag stellt Ergebnisse eines Forschungsprojekts vor, in dem 26 mehrsprachige Lernende (14-18 Jahre) sowie acht Englischlehrkräfte einer Gesamtschule interviewt wurden. Diskutiert werden Ergebnisse zu den Überzeugungen und Einstellungen der Lernenden bezüglich der Einflüsse ihrer Erst- und Zweitsprachen auf das Erlernen der Fremdsprache Englisch, Aussagen zur Nutzung sprachlicher Ressourcen und Strategien sowie insgesamt bzgl. der wahrgenommenen Potenziale ihrer Mehrsprachigkeit für das Erlernen von Fremdsprachen. Im letzten Teil des Beitrags werden Ergebnisse der Interviews mit Lehrkräften vorgestellt und Empfehlungen für das Unterrichten in mehrsprachigen Klassenzimmern formuliert.
Original languageEnglish
JournalZeitschrift für Fremdsprachenforschung
Volume28
Issue number1
Pages (from-to)29-52
Number of pages24
ISSN0939-7299
Publication statusPublished - 2017

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