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<p>This article investigates the significance that primary school teachers attribute to the multilingualism of students for social participation within the classroom, as well as the opportunities and challenges they perceive in integrating multilingualism. The analysis is based on 31&#xa0;qualitative, vignette-based interviews with primary school teachers conducted as part of a&#xa0;pilot phase testing vignette-supported interviews (preliminary study of the BLUME&#xa0;II-vignette study). The results illuminate potential ways in which teachers can support the social participation of multilingual children in their classes. To facilitate multilingualism and enable social participation of multilingual children, it is essential for teachers to establish a&#xa0;foundation of trust within the learning group, recognize the developmental advantages associated with the inclusion of multilingualism for students’ personal growth, and dismantle barriers such as their own perceived deficiencies in competence. Additionally, embracing the identity of a&#xa0;teacher as a&#xa0;facilitator rather than an enforcer and maintaining an explicit awareness of educational inequities can further enhance the creation of opportunities for social participation by valuing the resource of multilingualism.</p>

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Soziale Teilhabe in mehrsprachigen Klassenzimmern? Überzeugungen von Grundschullehrkräften zum Einbezug von Mehrsprachigkeit im Unterricht

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年7月9日

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  • Sarah Désirée Lange,
  • Katrin Huxel,
  • Daniel Then,
  • Sanna Pohlmann-Rother

摘要

This article investigates the significance that primary school teachers attribute to the multilingualism of students for social participation within the classroom, as well as the opportunities and challenges they perceive in integrating multilingualism. The analysis is based on 31 qualitative, vignette-based interviews with primary school teachers conducted as part of a pilot phase testing vignette-supported interviews (preliminary study of the BLUME II-vignette study). The results illuminate potential ways in which teachers can support the social participation of multilingual children in their classes. To facilitate multilingualism and enable social participation of multilingual children, it is essential for teachers to establish a foundation of trust within the learning group, recognize the developmental advantages associated with the inclusion of multilingualism for students’ personal growth, and dismantle barriers such as their own perceived deficiencies in competence. Additionally, embracing the identity of a teacher as a facilitator rather than an enforcer and maintaining an explicit awareness of educational inequities can further enhance the creation of opportunities for social participation by valuing the resource of multilingualism.