Dealing with Multilingualism in a Resource-Oriented Way: Language and Educational-Biographical Reflections as a Learning Opportunity in the Teacher Education Course German as a Second Language

Abstract

The learning opportunity “Language and Educational-Biographical Reflections” has been conducted as part of one of three modules of the German as a Second Language/German as a Foreign Language (DaZ/DaF) degree programs since summer term 2020 at the University of Augsburg. In the framing course (lecture/seminar with compulsory exercise), multilingualism is conceived as a normal case in individual and social terms. This view requires a break with the monolingual habitus, which students with German as their first language and migrant multilingual students have experienced to varying degrees. This entails overcoming the still predominantly deficit-oriented view of multilingual children and adolescents in teacher education programs. The learning opportunity thus has the overriding function of critically examining the handling of linguistic heterogeneity and one’s own language acquisition experiences against the background of expectations of normality. With a scientifically guided look back at the individual school and educational experiences of monolingual and multilingual student teachers, their own presuppositions are made visible. Individual linguistic resources are clarified and reflected, especially with regard to future professional activities. The article offers hints for the methodical-didactical implementation of the learning opportunity. The focus is on the three-part task, which includes aspects such as linguistic resources and learning/teaching habits. The article contains excerpts from student reflections, suggestions for lecturer feedback, and proposals for further content-related work. Finally, the learning opportunity is discussed regarding its possible location in the DaZ structural model, especially within the facets of dealing with heterogeneity, linguistic diversity in school, and controlled vs. uncontrolled language acquisition.