Action Area 2: Linguistic-Cultural Heterogeneity
Head: Prof. Dr. Kristin Bührig (GW) and Prof. Dr. Drorit Lengyel (EW)
Team Action Area 2: Linguistic-Cultural Heterogeneity
The importance of professional competence for taking into account linguistic heterogeneity and multilingualism in the classroom arises from the fact that a large share of the student body in big cities like Hamburg grows up multilingually. As a result of many years of research such as in the state excellence cluster Linguistic Diversity Management in Urban Areas (LiMA), the University has established extensive expertise in this area that is being incorporated into the requested sub-project.
Aims of joint research work
Professional teaching with consideration of linguistic heterogeneity and multilingualism means enabling both subject-based and linguistic teaching and learning processes in the classroom at the same time. This key area will therefore examine which skills for shaping teaching and learning opportunities students have that enable joint linguistic and subject-based learning and how one can in a targeted and effective manner encourage teacher training students to perceive linguistic-cultural heterogeneity as a challenge and an opportunity to promote educational processes.
Existing curricular content, in particular on the subject of German as a second language / multilingualism, is to be further developed in the practical school-related study components of the master’s degree program for this purpose. In the interest of “inclusive linguistic education,” aspects for shaping of classes in individual subjects are being developed taking linguistic-cultural heterogeneity into account (e.g., the role of different linguistic registers for subject-based teaching and learning processes, the concept of the language of education as a theoretical basis for the analysis of teaching and learning processes).
As part of the project, a new concept to help better prepare future teachers for the challenges described above will be developed together with subject-specific didactics for biology, mathematics, physics, and general study. Two measures have been designed, focusing on master’s students in the second educational internship (the Kernpraktikum):
a. Firstly, elements to sensitize teachers to continuous language acquisition will be integrated into the subject-specific didactic complementary seminars (biology, mathematics, physics, general studies).
b. Secondly, students will attend the interdisciplinary course Fundamentals of Language Acquisition for Subject Teaching. This course will be newly designed and jointly held by German Linguistics and Intercultural Education. It will be offered in a blended learning format (a combination of classes requiring attendance and eLearning).
- Intercultural education: Prof. Dr. Drorit Lengyel, Dr. Tobias Schroedler, Ilse Stangen, former employee: Dr. Karin Cudak
- German linguistics: Prof. Dr. Kristin Bührig, former employee: Dr. Patrick Grommes
- Subject-specific didactics for mathematics education: Prof. Dr. Gabriele Kaiser, Nadine Krosanke
- Subject-specific didactics for physics education: Prof. Dr. Dietmar Höttecke, Nadezda Strunk
- Subject-specific didactics for general studies education: Prof. Dr. Kerstin Michalik, Nina Weißenborn
- Subject-specific didactics for biology education (since January 2016): Prof. Dr. Ulrich Gebhard, Britta Lübke
Individual research projects
Action Area 2 encompasses several different research projects (dissertation and postdoctoral projects):
- Tobias Schroedler - "Research on the competences of the students" (additional information)
- former employee until 04/2018: Patrick Grommes - "Development of specific language skills in and through teaching/subject" (additional information)
- Nina Weißenborn, “Language-Conscious Research-Based Learning in General Science Studies: An Examination of Learning Processes in Teacher Training Students During the Core Internship Bases on Case Studies” (additional information)
- Nadine Krosanke, “Enabling to notice language aspects in mathematics learning and teaching by future mathematics teachers” (additional information)
- Ilse Stangen, “German as a Second Language Competence in Natural Science Teachers in Training: (Modeling and) Item Construction” (additional information)
- Nadezda Strunk, “Perspectives of Physics Teacher Training Students on the Role of Language and Linguistic Heterogeneity in Physics Class” (additional information)
At the start of the introductory seminar and after the block phase of the core internship, students take a test to determine their level of competence in regard to German as a second language, linguistic heterogeneity, and linguistically sensitive teaching. This will also serve to evaluate the efficacy of the measures taken.