Research on minority (pre-service) teachers in Germany dates back to the first decade after the turn of the millennium (Lengyel & Rosen, 2015, p. 162). However, there is a lack of research in this area, which contrasts with education policy that has long since developed a strategy for recruiting minority teachers. According to education policy, minority teachers posses specific competencies due to their own or their families' migration experiences, and as such are bridge-builders, integration facilitators, etc., who contribute to reducing educational inequalities in the German school system. Migration researchers in educational science in Germany are critical of this ethnicization as it promotes stigmatization and deprofessionalization (see Goltsev et al., 2023, p. 128; Rosen & Jacob, 2023). In a recent literature review on minority teachers in Germany, multilingualism was identified as one of four research foci (Rosen & Lengyel, 2023). This paper focuses on biographical perspectives towards monoglossic language ideologies (Thoma, 2022), building on an exploratory finding from this review that minority (student) teachers exhibit ambivalence towards multilingual language practices in school. This paper uses biographical narrative interviews with plurilingual student teachers (n=10) to investigate the impact of past school experiences on their professional identities in relation to multilingualism. The research question is: What is the impact of past school experiences on student teachers' views of multilingual practices in future schools? The Grounded Theory analysis (according to Charmaz, 2014) shows that the minority student teachers hold 'one-language-at-a-time monolingual ideologies' (Wei, 2018, p. 16): Because they believe that it was acceptable to be asked to act monolingually in their previous schooling and plan to continue to do so as teachers, they do not distance themselves from the monoglossic language ideologies of the German school system. This is theorised in relation to the concept of linguicism (Skutnabb-Kangas, 2015) and a raciolinguistic perspective (Rosa & Flores, 2020), and discussed in relation to findings that consider students' perspectives. Here, studies show that multilingual students who have experienced that 'my teacher had an accent too' see themselves as legitimate members of a linguistically heterogeneous community (Putjata, 2019), pointing to the potential of multilingual minority teachers to combat linguistic racism.

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