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<p>The aim of the article is to describe the beliefs of primary school teachers in their complexity and possible contradictions. To this end, vignette-based interviews were conducted with 43&#xa0;in-service primary school teachers from six different federal states in Germany following a&#xa0;profile sampling. Based on a&#xa0;content analysis evaluation, five types of beliefs were formed, which revealed a&#xa0;wide range and contradictions in the teachers’ beliefs regarding the dealing with multilingualism. The enthusiastic advocate (type&#xa0;1) is characterised by the fact that she is open-minded and very devoted to multilingualism. The reflective self-critic (type&#xa0;2) is characterised by expertise, but also by insecurities in dealing with multilingualism in class. The reserved ambivalent (type&#xa0;3) is characterised by ambivalence in her chosen approach to multilingualism in class. The cautious hierarchiser (type&#xa0;4) is cautious towards multilingualism and hierarchises languages when incorporating multilingualism. The rejecting opponent (type&#xa0;5) blocks dealing with multilingualism in teaching. In the discussion, the formation of types is condensed to a&#xa0;professionalisation continuum that can be seen as a&#xa0;theoretical starting point for professionalisation offers in dealing with globalisation phenomena such as multilingualism, which have dealing with uncertainties as a&#xa0;constitutive characteristic.</p>

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Aufgeschlossen, unsicher, hierarchisierend, ambivalent oder funktional? Überzeugungstypen von Grundschullehrkräften zum Umgang mit Mehrsprachigkeit im Unterricht

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月23日

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  • Sarah Désirée Lange,
  • Anna Plohmer,
  • Sanna Pohlmann-Rother

摘要

The aim of the article is to describe the beliefs of primary school teachers in their complexity and possible contradictions. To this end, vignette-based interviews were conducted with 43 in-service primary school teachers from six different federal states in Germany following a profile sampling. Based on a content analysis evaluation, five types of beliefs were formed, which revealed a wide range and contradictions in the teachers’ beliefs regarding the dealing with multilingualism. The enthusiastic advocate (type 1) is characterised by the fact that she is open-minded and very devoted to multilingualism. The reflective self-critic (type 2) is characterised by expertise, but also by insecurities in dealing with multilingualism in class. The reserved ambivalent (type 3) is characterised by ambivalence in her chosen approach to multilingualism in class. The cautious hierarchiser (type 4) is cautious towards multilingualism and hierarchises languages when incorporating multilingualism. The rejecting opponent (type 5) blocks dealing with multilingualism in teaching. In the discussion, the formation of types is condensed to a professionalisation continuum that can be seen as a theoretical starting point for professionalisation offers in dealing with globalisation phenomena such as multilingualism, which have dealing with uncertainties as a constitutive characteristic.