Deficit Attributions and Externalizations: Linguistic Discrimination as Social Challenge in Primary Schools (Poster 17): Division G - Section 3: Languages, Literacies, and Representations, Stage 1, 11:52 AM

• In Event: e-Lightening Ed-Talk Session 20 - Stage 1

Abstract

The aim of the study is to uncover potential linguistic beliefs based on reasons from teachers on how to deal with multilingualism regarding structures that may have disadvantageous effects on multilingual children. Based on current empirical findings, only a small number of studies have examined the beliefs of elementary school teachers in dealing with multilingualism from a linguicism-critical perspective. Although the development of a more differentiated understanding of language-related inequalities in the elementary school context can generally be observed, the role of elementary school teachers´ beliefs in this phenomenon remains unclear. To gain deeper insight into these relationships, this study pays particular attention to the descriptions and justifications from teachers of their approach to multilingualism, which potentially legitimize linguistic beliefs.

Authors

• Anna Plohmer, Technical University of Chemnitz

• Sarah Désirée Lange, Technical University of Chemnitz