Linguicism is language-based racism (Dirim 2010). In its direct form, linguicism includes institutional and individual language bans, and in its more subtle forms, it extends to explicit or unspoken expectations on desired language use. Structurally, linguicism is closely interwoven with racial ideologies and often refers to racism-related marginalisation (Rosa 2019). This raciolinguistic connection is particularly evident in the devaluation of the languages of migrant multilingual persons. This is also expressed in the hierarchisation of languages and their speakers in schools (Knappik/Ayten 2020), which is reflected, among other things, in the different prestige of languages and in the contrasting treatment of foreign languages such as English and French in schools compared to so-called heritage languages such as Turkish or Polish. This hierarchy of languages is of great importance in schools, as it habitually frames the linguistic behaviour of all actors (Doğmuş 2022), which is particularly salient as schools are, at all times, linguistic spaces of teaching and learning. Teacher training itself also contributes to the reproduction of linguicism through the language-related "de_thematisation of migration society orders" (Shure 2021), the unequal assessment of linguistic competences and the creation of exclusions along the category of language (Knappik/Dirim/Döll 2013).

While experiences of racism by pupils, university students and teachers have been investigated more in recent years (Akbaba/Bello/Fereidooni 2022), experiences of linguicism of teachers have barely been explored yet. However, this topic is particularly urgent for teacher education:

• Experiences of racism in the professional environment have a severe impact on health (Madubuko 2020). Initial studies show that experiences of linguicism are particularly powerful in this context due to the importance of language for learning and teaching in schools (Ayten/Hägi-Mead 2023).
• Migrant multilingual teachers often experience a complex confrontation with expectations of loyalty directed at them, which are seen as achievable through the exclusive use of one national language only (Fereidooni 2016). They also experience “control attempts" (Mai 2020) related to the languages they use, and the often very painful devaluation of their other languages (Ayten/Hägi-Mead 2023).
• The forms in which internalised linguicism (based on the term "internalised racism", Bivens 2005) affects the professional self-image and professional actions of affected teachers have not yet been investigated. Initial insights into our data show a highly complex network of cross-referencing effects between professionalisation efforts and the risk of deprofessionalisation, which appears to manifest itself in reproductions of linguistic structures that are ultimately directed against the individual teachers themselves. This complex has not yet been investigated, nor are there any corresponding programmes for teacher training.

Our data indicate that pre-service teacher training in particular is an institution in which linguicism plays a decisive role in the development of the linguistic professional self-image.

Our data also show that experiences of linguicism play a major role in teachers' decisions to leave the profession. In view of the shortage of teachers and the educational policy hopes regarding teachers with a so-called migration background (Akbaba/Bräu/Zimmer 2013), this is a particularly great loss.

In order to better understand how teachers experience and internalise linguicism in schools, our guiding research question is:

How do teachers experience linguicism in schools and how do they interpret their experiences? A particular focus will be on exploring the phenomenon of internalised linguicism and its significance for the professionalisation of teachers.

14 semi-standardised interviews with multilingual migrant teachers were conducted and transcribed. The interviews were conducted by a multilingual migrant researcher in order to create a space of potentially shared experience and understanding during the interviews. Translanguaging practices were used freely during the interview by the interviewer to ensure free language choice during the interviews. The interviewees used translanguaging practices correspondingly. The interviews are analysed using line-by-line sequential analysis (Reichertz 2016) in order to create detailed understandings of the phenomenon of (internalised) linguicism as experienced by teachers. The use of translanguaging by the interviewees is part of the analysis, as it seems that language choices corresponded to the vulnerable nature of the experiences shared. For selected sections, collaborative interpretation sessions with a team of researchers will be held. These researchers share theoretical expertise in racism and linguicism studies, and for the most part also share biographical experiences with racism and linguicism. Special attention is being paid to reflect the power dynamics within the research team and during the interpretation processes. This will be done by discussing questions of power dynamics and by creating audio recordings of interpretation sessions, analysing the recordings und subsequently reflecting on the insights.

Teachers' experiences of linguicism are an urgent subject of investigation in order to develop programmes for teacher training, improve the health and well-being of teachers affected by linguicism and prevent them from leaving the profession due to their experiences of linguicism. To do this, however, it is necessary to understand the phenomenon of experiences of linguicism in the institution of school in more detail, which is the goal of our study. We expect to gain a deeper understanding of the phenomenon, in particularly of the internalisation of linguicism, of its contributing factors, its effects on teachers and their professional self-image, and on their strategies of resilience.

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