How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents

Autor/inn/en	Weiss, Sabine; Scharfenberg, Jonas; Kiel, Ewald
Titel	How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 5, S.445-462 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2021.1886104
Schlagwörter	Multilingualism; Language Usage; Classroom Techniques; Classroom Communication; Code Switching (Language); Language of Instruction; Foreign Countries; Second Language Instruction; Second Language Learning; Native Language; Student Attitudes; Barriers; Trauma; Linguistic Theory; Language Skills; Disabilities; Parent School Relationship; Teacher Attitudes; Critical Incidents Method; Germany + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Klassenführung; Klassengespräch; Teaching language; Unterrichtssprache; Ausland; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Linguistische Theorie; Language skill; Sprachkompetenz; Handicap; Behinderung; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Lehrerverhalten; Deutschland
Abstract	The present study investigated critical incidents in multilingual classrooms from teachers' perspectives to identify resources to make multilingual classrooms succeed. Our study is embedded in identity theories such as Mead's symbolic interactionism, translanguaging, and global language theory. The incidents referred to the language of instruction; a discrepancy between age, developmental stage and grade; an overlap between language skills in the language of instruction and disability; and parent contact. Traumas and frustration due to failure were reported by the teachers as playing a crucial role. The incidents showed two different paths. The first path presented incidents coming together with positive conditions, such as students' willingness to perform well, classmates' willingness to help, and consideration of students' language biographies; thus, the events turned to positive consequences for students. The negative path showed teachers' perceptions that students in monolingual classrooms were frustrated, excluded, and did not perform well when no positive conditions existed. Implications for different actors were outlined. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01