ABSTRACT Migration-related multilingualism is a core issue of academic discussion regarding educational inequality in German schools. While existing studies have analysed the discrimination against children’s languages from linguistic minorities in school, this paper focuses on social practices in a primary school that seeks to recognise and value multilingualism. The aim of this article is to investigate the extent to which the inclusion of migration-related multilingualism can transform language orders in school and classroom. For this purpose, we examined linguistic practices on the micro-level of the classroom based on lesson protocols. The observed practices indicate that the inclusion of the children’s languages is meant both as a means of valuing and acknowledging the children’s multilingualism and as part of comprehensive language teaching and learning. The question as to the scope of individual schools for overcoming monolingual ideologies within the structural context of the national educational system and dominant societal discourses remains, however.

中文翻译：

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德国小学使用移民语言会改变语言秩序吗？人种学课堂调查的发现

摘要与移民有关的多种语言是关于德国学校教育不平等问题的学术讨论的核心问题。现有研究分析了学校中语言少数群体对儿童语言的歧视，但本文着重于一所寻求承认和重视多语言主义的小学的社会实践。本文的目的是研究与移民相关的多语言主义的纳入可以在多大程度上改变学校和教室的语言秩序。为此，我们基于课程协议在教室的微观层面上检查了语言实践。观察到的做法表明，将儿童的语言包括在内既是一种评估和承认儿童的多种语言能力的手段，又是全面的语言教学的一部分。但是，关于个别学校在国家教育体系和主导社会话语结构范围内克服单语意识形态的范围的问题仍然存在。