Zusammenfassung
In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this ...
Zusammenfassung
In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig's (2002) typology of perspectives on multilingualism. The findings reveal that the educators' perspectives on multilingualism seem to be reproductions of their own multilingual biographies and that the framing of the DaZ module tends to reinforce a monolingual mindset. At the same time, the results show multiple ways in which the interviewees still find spaces for multilingual practices within the framework of this module. This underlines the educators' role in promoting a multilingual turn in education.
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