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Multilingual education in Germany: discourses, practices and experiences in two-way immersion

Record type: Book Section

This chapter focuses on multilingualism and language education from a German perspective. In particular, it looks at two-way bilingual immersion (dual-language education) and explores some of the ways in which this fairly new model plays out as an approach to developing multilingualism. I examine three aspects: (1) the German sociolinguistic context in which multilingualism is debated as a goal of schooling and as a social reality; (2) the story of one particular bilingual project that portrays the competing interests and conditions for implementing multilingual education; and (3) some preliminary results from an ethnographic study that illustrate the impact of bilingual education on social identification and ways of learning. Within the framework of a community of practice, the findings suggest that two-way immersion creates a set of specific practices in which the majority and the minority languages are equally valued. These practices allow for identities and ways of learning that integrate the diversity of linguistic resources and potentially challenge dominant views of language hierarchies in the society.

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Citation

Budach, Gabriele (2009) Multilingual education in Germany: discourses, practices and experiences in two-way immersion In, Torres-Guzmán, Maria E. and Gomez, Joel (eds.) Global Perspectives on Multilingualism: Unity in Diversity. New York, USA, Teachers College Press pp. 169-199.

More information

Published date: 1 July 2009
Keywords: bilingual education, germany, multilingualism, migration, italian-german two way immersion

Identifiers

Local EPrints ID: 66560
URI: http://eprints.soton.ac.uk/id/eprint/66560
ISBN: 0807749729
PURE UUID: 8549c568-b881-4a9f-9cea-6d0609d953c9

Catalogue record

Date deposited: 16 Jul 2009
Last modified: 19 Jul 2017 00:23

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Contributors

Author: Gabriele Budach
Editor: Maria E. Torres-Guzmán
Editor: Joel Gomez

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