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<p>The number of refugee pupils at German schools has increased in recent years, leading to a&#xa0;further linguistic diversification of classes. Teachers are key players when it comes to dealing with multilingualism in the classroom. Part of their professional competence are beliefs that affect their actions in the classroom. Positive teacher beliefs about multilingualism are central to the question of whether teachers allow multilingualism in the classroom. Refugee pupils, most of whom are initially non-German-speaking newcomers to German schools, are particularly dependent on teachers’ positive beliefs about multilingualism. This article examines the role of teachers’ beliefs about multilingualism, using data from 323 teachers and 74&#xa0;students who have fled from Syria, Afghanistan and Iraq. The results show that teachers’ beliefs about multilingualism mediate the relationship between learning opportunities in the field of German as a&#xa0;foreign language and self-reported teachers’ actions with regard to multilingualism in the classroom. In addition, from the perspective of refugee students, the school culture of the individual school proves to be relevant for dealing with multilingualism in the classroom.</p>

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Umgang mit Mehrsprachigkeit: Überzeugungen und selbstberichtete Unterrichtspraxis von Lehrpersonen im Kontext von Fluchtmigration

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年6月1日

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  • Dominique Rauch,
  • Birgit Becker,
  • Svenja Vieluf

摘要

The number of refugee pupils at German schools has increased in recent years, leading to a further linguistic diversification of classes. Teachers are key players when it comes to dealing with multilingualism in the classroom. Part of their professional competence are beliefs that affect their actions in the classroom. Positive teacher beliefs about multilingualism are central to the question of whether teachers allow multilingualism in the classroom. Refugee pupils, most of whom are initially non-German-speaking newcomers to German schools, are particularly dependent on teachers’ positive beliefs about multilingualism. This article examines the role of teachers’ beliefs about multilingualism, using data from 323 teachers and 74 students who have fled from Syria, Afghanistan and Iraq. The results show that teachers’ beliefs about multilingualism mediate the relationship between learning opportunities in the field of German as a foreign language and self-reported teachers’ actions with regard to multilingualism in the classroom. In addition, from the perspective of refugee students, the school culture of the individual school proves to be relevant for dealing with multilingualism in the classroom.