Understanding Students with Immigration Backgrounds: A German Case of Students' Language and Identity in Development

Autor/inn/en	Bouchereau Bauer, Eurydice; Guerrero, Beatriz; Hornberg, Sabine; Bos, Wilfried
Titel	Understanding Students with Immigration Backgrounds: A German Case of Students' Language and Identity in Development
Quelle	In: Journal of Language, Identity, and Education, 14 (2015) 5, S.302-318 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2015.1090273
Schlagwörter	Immigrants; Self Concept; German; Second Language Learning; Second Language Instruction; Multilingualism; Native Language; Teaching Methods; Futures (of Society); Literacy Education; Student Attitudes; Learning Processes; Grade 4; Elementary School Students; Qualitative Research; Foreign Countries; Video Technology; Teacher Student Relationship; Educational Experience; Germany + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Selbstkonzept; Deutscher; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Future; Society; Zukunft; Schülerverhalten; Learning process; Lernprozess; School year 04; 4. Schuljahr; Schuljahr 04; Qualitative Forschung; Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungserfahrung; Deutschland
Abstract	In this article we propose that teaching/learning is a process that involves world knowledge, identity, and future construction of oneself. The goal of this qualitative research paper is to document the experiences of 2 fourth-grade students with immigration backgrounds in Germany. Using a poststructuralist approach to language and identity, we analyzed students' views on learning in the regular classroom and in the German as a Second Language classroom. Findings from the study revealed that students had awareness and a high appreciation of their multilingual skills. Students clearly understood the implications of having a first language that was not the dominant societal language. Students' multilingual skills allowed them to recognize differences in their instruction and the future imagined for them by the teacher when they participated in the general literacy classroom versus the German as a Second Language classroom. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01