00 SES 11 A, Multiple Facets of Multiple Languages. Deep drilling in Phenomena of Language Development and Education in Multilingual Contexts
Linguistic diversity and its consequences for education is a highly significant topic for virtually all European countries. In-migration – the primary driver of increasing linguistic diversity in a national society – is no longer a feature faced by a selected group of North-Western European countries, but in the meantime also by European regions that traditionally functioned as source regions of migration rather than receiving regions. In a European perspective, it is crucial for the development of adequate strategies for dealing with diversity to exchange about phenomena and developments that may (or with good reasons may not) comprise of model cases for other contexts. The proposed symposium strives to present German research results and discuss their validity, scope and generalizability in a European perspective.
The consequences of linguistic diversity for education are controversially discussed. On the one hand, it is seen as an impediment for individual development as well as social consistency. On the other hand, the positive potential that can be associated with multilingualism is underlined. This potential is seen for both, individual development as well as the social coherence, cultural creativity and innovativeness of a society.
The “bi- or multilingualism controversy” can be traced back in history, yet only fairly recently we begin to have significant data at command which allows for scientifically substantiated opinion making. The contributions to our symposium present examples of such data, deriving from research in longitudinal or trend perspectives. Contributions are related to
a) results of a worldwide unique longitudinal study which observes language development of roughly 2000 students in their languages German, English, heritage languages Turkish or Russian, and 2nd foreign languages French or Russian over three years (4 waves of data collection). The data comprises of receptive (reading) and productive (writing) tests in all languages concerned (Gogolin, Usanova, Klinger).
b) results from a trend study on adult literacy (2nd Leo level 1 study) with the general question how many people in Germany can be assigned to which levels of literacy. Background information (e.g. on age, gender, migration background, socio-economic factors) is available for in depth data analysis. The study includes around 7,200 German-speaking adults aged 18 to 64. The size and sample selection allow for conclusions about the total German population (Grotlüschen).
c) results from a small scale in depth-study on language acquisition and development of children with a refugee background encountering German for the first time in their Kindergarten groups. The study shows exemplar language development biographies over one year of children who live and learn under highly vulnerable conditions (Licandro).
Brandt, H.; Lagemann, M.; Rahbari, S. “Multilingual Development. A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ). ”. European Journal of Applied Linguistics 5 (2) (2017): S. S. 347-357. DOI: 10.1515/eujal-2017-0024 Brehmer, B. & Usanova, I. (2017): “Biscriptality and heritage language maintenance: Russian in Germany”. Transfer Effects in Multilingual Language Development. In H. Peukert & I. Gogolin (Eds.), Hamburg Studies on Linguistic Diversity. 6. Amsterdam: Philadelphia: John Benjamins Publishing Company, 2017, S. 99-121. Cenoz, K. (2013): Defining Multilingualism. Annual Review of Applied Linguistics 33, DOI: 10.1017/S026719051300007X Gogolin, I.; Duarte, J. (2016): Superdiversity, Multilingualism, and Awareness. In: Cenoz, Jasone; Gorter, Durk; May, Stephen (eds.): Language Awareness and Multilingualism. Zürich: Springer International Publishing. Online first: DOI: 10.1007/978-3-319-02325-0_24-1. Grotlüschen, A. (2017): The narrative of ‘equality of chances’ as an approach to interpreting PIAAC results on perceived political efficacy, social trust and volunteering and the quest for political literacy. In: European Journal for Research on the Education and Learning of Adults, Vol. 8 (2), pp 1-17. Grotlüschen, A (2016): Literacy level I and below versus literacy level IV and above. In: Zeitschrift für Weiterbildungsforschung - Report, Vol. 39 (2), pp 255-270. Licandro, U. (2018): Home Language Support for Dual Language Learners with Language Impairment: A Systematic Review. EBP Briefs 12(6), 1-10. Bloomington, MN: NCS Pearson Inc.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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