concepts for managing linguistic diversity in schools of ... · concepts for managing linguistic...

Concepts for managing linguistic diversity in schools of South Tyrol

PhD research project of Dana Engel

Institute for Specialized Communication and Multilingualism, EURAC Bozen-Bolzano

Institute for Linguistics and Centre for Teacher Education, University of Vienna

Linguistic Colloquium Language, Region, IdentityAcademy of German-Italian Studies, Merano, 15 Oct. 2015

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Contents

1. Background

2. State of the art

3. Research objectives, research questions

4. Research design and methodology

5. Expected results and relevance

6. Work in progress impressions

Dana Engel, Linguistic Colloquium Language, Region, IdentityAcademy of German-Italian Studies, Merano, 15 Oct. 2015

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1. Background: my research interests

Language politics

Educational linguistics

Multilingualism research

Didactics of multilingualism


1. Background: research dimensions

• Multilingualism in education◦ EU language policies◦ assimilationist vs. pluralistic approaches

• Minority regions with good practice◦ majority and minority languages◦ «old» and «new» minorities

• South Tyrol as a complex example◦ majority and minority languages◦ recent migration processes◦ concepts for managing linguistic diversity?

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http://dculs.dcu.ie/wp-content/uploads/2012/09/European-Translation-Services1.jpg


1. Background: South Tyrol

• Historical development◦ long-embattled border region◦ Second Statute of Autonomy 1972

• Linguistic groups◦ German / Italian / Ladin language group◦ separate structures in education sector◦ ethnic proportion, bi-/trilingualism exam

• Language barometer 2014◦ “South Tyrol has many resources to be tapped in“◦ dialect for social integration and identification with the region◦ good language competences as a basis for living together

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2. State of the art

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• Studying multilingualism in South Tyrol◦ Dialect(s) / Standard(s) (Egger, Lanthaler), Pluricentricity of German (Hofer)

◦ Language biographies of plurilingual South Tyroleans (Franceschini, Dal Negro)

◦ L1 and L2 competences of high school students (KOLIPSI project, EURAC)

◦ Integrated Language Didactics (Gelmi, Saxalber) (Verra, Cathomas)

◦ Supporting students with a migrant background (Faust, Cennamo)

◦ Developments in language learning and support (Scochi, Karadar, Frigo)

◦ Curriculum for multilingualism (Patscheider, Schwienbacher)

Integrating languages at school Didactics of multilingualism(?)


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2. State of the art: South TyrolEURAC Project “One school, many languages“ (SMS)

• Duration: 01/2012 – 12/2018

• Partners: EURAC Bolzano, Competence Centre / Linguistic centres, German school board, Italian school board, Ladin school board

• Aims: - Surveying linguistic diversity at South Tyrolean schools

- Promotion of language awareness and language valorisation

- Scientific monitoring of school projects and development

- Establishing multilingualism as an educational objective

• Info: http://sms-project.eurac.edu


Pre-study for the project “One school, many languages“ (2012)

2. State of the art: South Tyrol

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Pre-study for the project “One school, many languages“ (2012)

2. State of the art my research interests

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Models & Methods

• wide range of concepts and ideas for dealing with multilingualism in schools

• lack of methods for inte-grating both “old“ and “new“ languages in class

• models rarely based on CLIL or ILD approaches

• no systematisation, hardly any exchange


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Objective: Developing a systematised overview of present concepts for managing “old“ and “new“ multilingualism at schools in South Tyrol as a Grounded Theory of approaches, conditions, stakeholders, benefits, and challenges

Research Questions:(1) Which concepts, approaches and methods for managing multilingualism

exist in schools of all three language groups in South Tyrol?

(2) How established are these concepts, approaches and methods, why and how have they been developed and who profits from them?

(3) To what extent do these concepts apply for both “old“ and “new“ multilingualism at South Tyrolean schools?

3. Research objectives, research questions


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4. Research design and methodology• Objective: Developing a Grounded Theory on concepts of managing

multilingualism at schools in South Tyrol

• integrating, qualitative research methodology

• “closing the embarrassing gap between theory and empirical research” (Glaser/Strauss 1967)

• “explaining phenomena within a theoretical frame which is developing during the course of the research itself“ (Strauss/Corbin 1996)

• “constant comparative method“: theory adaption

• applicable for generating theory in educational linguistics(cf. Fürstenau 2004, Wojnesitz 2010, Hobbs 2011, Liao 2012) http://1.bp.blogspot.com/-PrkyfuYPnf0

/T49kKixZkkI/AAAAAAAACqk/YmW0XaECD2c/s1600/arcycle.jpg


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• Method: defining the research gap; desk research & first theory draft; at least 2 – 3 phases of data collection in the education sphere of South Tyrol with interviews, documentation, questionnaires, and class observation; developing and adapting the theory

• Data: qualitative and (complementary) quantitative data collected at the 3 school boards & 18 schools of all levels & linguistic groups

• Analysis: according to GTM, using ATLAS.ti for in-depth analysis(transcription, orientation, coding, developing categories, generating & adapting a model/theory, forming networks)

4. Research design and methodology• Objective: Developing a Grounded Theory on concepts of managing

multilingualism at schools in South Tyrol


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5. Expected results and relevance• presenting a systematised overview of the current state of didactics of

multilingualism at South Tyrolean schools

• creating a data-based theory for the development and establishment of concepts and approaches to manage both „old“ and “new“ multilingualism in South Tyrolean schools of all three language groups


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… first impressions and comparisons:

old / new MLstakeholdersconcepts & approaches

- school languages, dialect- projects with B-S-C, Spa-nish, French, Russian- language cafés

- school board, principal, teachers?- Language centre?- school programme?

- T: mothertongue, second language, English, other- projects, support, (CLIL), (Integrated Lang. Didactics)

group

German-speaking schools

Italian-speaking schools

schools in the Ladin

valleys

- T: mothertongue, second language, English, other- CLIL, projects, support, intercultural learning

-school board, principal, teachers?- coordinators?- school programme?

- focus on German (and English), team teaching- projects with other languages?

- T: Ladin, German, Italian, English, new languages- Integrated Lang. Didactics, trilingual literacy education

- school board, inspectors, university?- principal, teachers?- families?

- all school languages- evaluation of language competences, integrating all languages in class


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… second impressions and comparisons:

old & new MLstakeholdersconcepts & approaches

- school languages- single lang. projects

- school boards, principals, individual teachers

- ‘exponentiation‘ of languages, many projects

school types

focus on languages

periphery

whole-school curr.

- trying out new approaches of integrating lang. didactics

- principals with staff, often w/o school boards

- school languages- dialect(s) (GER/IT)

- Integrated language didactics, joint planning

- school boards, principals, scientific monitoring.

- school languages - multilingual projects

high level of diversity

focus on exchange

- fast integration, involving parents, intercult. projects

- principals with teachers for language support

- support in school lang. - projects with mediators

- joint didactic concepts and projects involving 2 schools

- principals, teachers, involving parents?

- school languages - intercult. projects (GER/IT)


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5. Expected results and relevance• presenting a systematised overview of the current state of didactics of

multilingualism at South Tyrolean schools

• creating a data-based theory for the development and establishment of concepts and approaches to manage both „old“ and “new“ multilingualism in South Tyrolean schools of all three language groups

• developing a transparent instrument for feedback, reference and further practical and theoretical work

• providing a feedback to individual schools on the current situation of their linguistic diversity and models & methods for managing multilingualism

• contributing to theory and practice in didactics of multilingualism in increasingly diverse contexts such as South Tyrol


Selected referencesAlheit, P. (1999): „Grounded Theory. Ein alternativer methodologischer Rahmen für qualitative

Forschungsprozesse“. Göttingen. http://www.fallarchiv.uni-kassel.de/wp-content/uploads/ 2010/07/alheit_grounded_theory_ofas.pdf

Busch, B. (2013): Mehrsprachigkeit. Wien.

Cathomas, R. & W. Carigiet (2006): „Auf dem Wege zu einer integralen (Mehr-)Sprachendidaktik“. In: Wiater, Werner / Videsott, Gerda (Hrsg.): Schule in mehrsprachigen Regionen Europas. Frankfurt am Main u.a.

de Cillia, R. (2010): „Mehrsprachigkeit statt Zweisprachigkeit – Argumente und Konzepte für eine Neuorientierung der Sprachenpolitik an den Schulen“. In: de Cillia/ Gruber/ Krzyzanowski/ Menz (Hrsg.) Discourse – Politics –Identity. Diskurs – Politik –Identität. FS für Ruth Wodak. Tübingen: Stauffenburg. S.245-255.

De Jong, E. (2011): Foundations for Multilingualism in Education – from Principles to Practice. Philadelphia.

Dodman, M. (2013): Linguaggio e plurilinguismo. Apprendimento, curricolo e competenze. Gardolo.

Gelmi, R.& A. Saxalber (Hrsg.) (1992): Integrierte Sprachdidaktik: Muttersprache – Zweitsprache. Theoretische Beiträge. Bozen/Bolzano.

Gogolin, I. (2001): “Linguistic and Cultural Diversity in Europe: a challenge for educational researchand practice”. In: European Educational Research Journal, Vol. 1, No. 1, S. 123-138.

Hufeisen, B. (2005): „Gesamtsprachencurriculum. Einflussfaktoren und Bedingungsgefüge.“ In: Hufeisen, B. & Lutheharms, M. (Hrsg.): Gesamtsprachencurriculum – Integrierte Sprachendidaktik – Common Curriculum. Theoretische Überlegungen und Beispiele der Umsetzung. Tübingen. 16


Königs, F. (2000): „Dann auch konsequent! Curriculare, methodische und fremdsprachenpolitischeImplikationen der Mehrsprachigkeit“. In: Akzent Deutsch. Sonderheft, S. 43-48.

Krumm, H.-J. (2004): „Von der additiven zur curricularen Mehrsprachigkeit“. In: Bausch, K.-R.(Hrsg.): Mehrsprachigkeit im Fokus. Tübingen. S. 105-112.

Lanthaler, F. (2013): Texte zu Sprache und Schule in Südtirol. Bozen.

Le Pape Racine, C. (2003): „Mehrsprachigkeit und Immersion“. In: Hufeisen, B. & Neuner, G. (Hrsg.):Mehrsprachigkeitskonzept ‐ Tertiärsprachen ‐ Deutsch nach Englisch. Europäisches Fremdsprachenzentrumund Goethe-Institut, Strasbourg. S. 105-132.

Meißner, F.-J. (2007): „Grundlagen der Mehrsprachigkeitsdidaktik“. In: Werlen, E. & R. Weskamp(Hrsg.): Kommunikative Kompetenz und Mehrsprachigkeit. Diskussionsgrundlagen und unterrichtspraktischeAspekte. Baltmannsweiler. S. 81-101.

Niedrig, H. (2002): „Strategien des Umgangs mit sprachlicher Vielfalt - Analyse bildungspolitischer und konzeptioneller Ansätze“. Tertium comparationis 8/1. S. 1-13.

Scochi, C. (2011): Wege zur Mehrsprachigkeit in Südtirol. Von Sprach‐ und Schulpolitik überSchulgeschichte zum Sach‐ und Fachunterricht in der Zweitsprache. Saarbrücken.

Vetter, Eva (Hrsg.) (2013): Professionalisierung für sprachliche Vielfalt. Perspektiven für eine neue LehrerInnen‐Bildung. Baltmannsweiler.

Wokusch, S. (2009): „Mehrsprachigkeitsdidaktik – didactique intégrée des langues. Was und wiedie Schule zur Mehrsprachigkeit der Lernenden beitragen kann“. 5. Tagung Eveil aux Langues –Language Awareness – Begegnung mit Sprachen (ELBE). Basel.


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