Super-Diverse Characteristics of Newly Arrived Migrant Students in Language Instruction: Evidence From Turkey and Germany

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Abstract

Drawing on Bronfenbrenner’s ecological systems theory, this study explored the organization of destination language learning for newly arrived migrant students in Turkey and Germany. İstanbul and Hamburg were illustrative monolingual cases. The study adopted a multiple case study design by analyzing interview (n = 55 İstanbul, n = 22 Hamburg) and classroom observation field notes. Findings identified super-diverse learner characteristics as central to the organization and delivery of language instruction in both contexts. These distinguishing characteristics manifested themselves in the student’s migration background, prior schooling, social network composition, and language proficiencies. The study has implications for research and instructional policy on immigrant students’ inclusion in national education systems. It also contributes to comparative and international education with the research design.

Authors

• Abdullah Atmacasoy, Independent Researcher

• Hanife Akar, Middle East Technical University

• Ingrid Gogolin, Universität Hamburg