Publication details
Mehrsprachigkeitsdidaktik - Diskurse, Konzepte und andere Herausforderungen
| Title in English | Multilingual didactics - discourses, concepts and other challenges |
|---|---|
| Authors | |
| Year of publication | 2023 |
| Type | Article in Proceedings |
| Conference | IDT 2022 mit.sprache.teil.haben - Beiträge zur Methodik und Didaktik Deutsch als Fremd*Zweitsprache |
| MU Faculty or unit | |
| Citation | |
| Web | https://www.esv.info/lp/daz/idt |
| Doi | http://dx.doi.org/10.37307/b.978-3-503-21108-1 |
| Keywords | didactics of multilingualism; translaguaging; intercomprehension |
| Description | In recent years, language teaching discourse has increasingly recognised that good teaching allows for all the languages that pupils bring with them, values them and uses them for linguistic and subject-related learning. In order to fulfil this requirement, numerous multilingual didactic concepts have been developed in German-speaking countries: On the one hand, there are concepts designed primarily for foreign language teaching, such as intercomprehension (e.g. Hufeisen & Marx 2014) and tertiary language didactics or DaFnE (e.g. Hufeisen & Neuner 2003), which focus on the economisation of language learning processes and the acquisition of language learning strategies. On the other hand, there are concepts designed more for the DaM/DaZ context, such as the didactics of language diversity (e.g. Schader 2004), which primarily aim to establish school classes as spaces for cultural and linguistic encounters and to develop language awareness. Translanguaging (Garcia & Wei 2014) is a multilingual didactic concept that has increasingly come to the fore in recent years and is both being received in different teaching contexts (DaM/DaZ vs. DaF) and empirically researched to a greater extent than earlier concepts (Roth et al. 2021), which questions the delimitability of individual languages from the learner's perspective and focuses more strongly on the learners themselves and their overall linguistic repertoire. But what is new and innovative about this concept and how does translanguaging differ from previous concepts? Which concepts are currently being received in academic and classroom discourse and which are actually being implemented? How can it be possible to build a bridge between the largely isolated DaF and DaM/DaZ discourses and create potential synergies? How can the often empirically proven discrepancy between multilingual didactic discourse and practical teaching reality (Bredthauer/Engfer 2016) be overcome? These open questions of multilingual didactics were discussed during this panel and are summarised in this article. |