Abstract

Normative-theoretical discourse in pedagogy calls for transformation in educational approaches towards multilingualism. The key question in multilingual education remains: Can language ideologies be transformed? The present paper investigates how the field of language awareness can contribute to this process and what practical changes and implemented transformation can be experienced within a learning environment where this change in beliefs has occurred. Based on an intervention in six German preschool institutions that have recently experienced new immigration, it presents a qualitative study with education professionals. The findings first reveal the prevailing monolingual sense in dealing with linguistic diversity. However, the results also illustrate that a change is possible, and allow deep insights into the transformation process. The key elements consist of professionalisation that allows educators to try new multilingual approaches in everyday practice and to raise their language awareness in the light of newly acquired knowledge and experience. This, however, requires an implementation of language awareness in regular teacher training and political measures that would make the topic compulsory for all professionals.

摘要

教育学中的规范理论论述要求向多语言主义的教育方法转变。多语言教育的关键问题仍然是：语言意识形态可以改变吗？本文研究了语言意识领域如何对这一过程做出贡献，以及在发生信念变化的学习环境中可以经历哪些实际变化和实施的转变。在对最近经历了新移民的六所德国学前机构的干预的基础上，它对教育专业人员进行了定性研究。这些发现首先揭示了在处理语言多样性时普遍存在的单语意识。但是，结果还表明，可以进行更改，并且可以深入了解转换过程。关键要素包括专业化，使教育工作者可以在日常实践中尝试新的多语言方法，并根据新获得的知识和经验来提高他们的语言意识。但是，这要求在定期的教师培训和政治措施中提高语言意识，这将使所有专业人员都必须接受该主题。