Bilingual Teaching for Multilingual Students? Innovative Dual-Medium Models in Slovene-German Schools in Austria

Autor/inn/en	Purkarthofer, Judith; Mossakowski, Jan
Titel	Bilingual Teaching for Multilingual Students? Innovative Dual-Medium Models in Slovene-German Schools in Austria
Quelle	In: International Review of Education, 57 (2011) 5-6, S.551-565 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-011-9255-3
Schlagwörter	Language Minorities; Bilingual Education; Multilingualism; Foreign Countries; Slavic Languages; German; Bilingualism; Case Studies; Power Structure; Language Planning; Educational Objectives; Ethnography; Best Practices; Educational Innovation; Teaching Methods; Second Language Learning; Native Language Instruction; Austria + Suchen Sie Ihr Suchwort? Sprachminderheit; Bilingual teaching; Bilingualer Unterricht; Mehrsprachigkeit; Multilingualismus; Ausland; Slawische Sprache; Deutscher; Bilingualismus; Case study; Fallstudie; Case Study; Sprachwechsel; Educational objective; Bildungsziel; Erziehungsziel; Ethnografie; Instructional innovation; Bildungsinnovation; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Native language education; Muttersprachlicher Unterricht; Österreich
Abstract	Traditional bilingual education programmes in regional linguistic minority contexts face major challenges within the recent paradigm of linguistic diversity against a background of increasing migration, mobility and trans-locality. Based on three case studies, the authors of this paper focus on how particular dual-medium models are applied in Slovene-German schools in Carinthia, Austria. They examine not only how these schools provide for a balanced bilingual teaching and learning environment, but also how they deal with their students' multilingual realities and support their identification with bi- and multilingualism. The authors regard schools as institutional sites where linguistic dispositions are subject to discursive power relations and where language policies and educational goals are negotiated by teachers, parents and students alike. Drawing on speaker-centred and ethnographic approaches in sociolinguistic research, the authors seek to document experiences of all actors involved as well as spatial and discursive practices. Through this the authors show how these dual-medium schools achieve particular profiles in multilingual education which are potentially regarded as innovative examples of best-practice and as being of interest for students and families with heterogeneous linguistic backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10