We found a match
Your institution may have access to this item. Find your institution then sign in to continue.
- Title
»Mit meiner Mama rede ich Italienisch, mein Vater redet mit mir Slowenisch, aber ich antworte meistens auf Deutsch«.
- Authors
Buchwald, Sabine; Hartmann, Eva; Wutti, Daniel
- Abstract
The article deals with multilingualism at a school for Slovenes in Klagenfurt/Celovec. The pedagogical concept of multiliteracy allows students to bring in their existing linguistic resources. The authors emphasize diversity and multilingualism as cornerstones of European identity and note that the education system, especially in minority education, is adapting to this diversity. The BG/BRG for Slovenes in Klagenfurt/Celovec was founded in 1957 and has the mission to promote the Slovene language and contribute to the development of an intercultural society. The article focuses on the role of educators as language mediators in a multilingual environment. It points out the heterogeneity of language proficiency levels, especially in the Slovene language. The Julius-Kugy class model, which uses Slovene as the language of instruction and German, Italian, and English as immersion and working languages, is presented. Sensitizing subject didactics to dealing with multilingualism and implementing subject-specific methods are considered crucial for maintaining multilingualism. The language profiles of the surveyed students are also analyzed. The language profiles in this article show multilingualism in the context of majority and minority languages, migration, mobility, language acquisition, multilingual societies, and heteroglossic lifeworlds. The graphic of the language profiles of the surveyed students shows language use in family, peer, and extracurricular environments. It is noted that most students grow up in a multilingual family environment and that the use of the national languages German and Slovene varies within the family. German is mostly spoken among friends and at school, while Slovene-language activities are preferred in leisure time. Self-perception of language and identity construction play an important role in language choice. It is also pointed out that family languages do not always correspond to the languages in which students feel at home. First language acquisition has a decisive identification function and serves as a means of emotion and communication. Language choice can depend on the constellation of people and the topic being discussed. The geographical space and time also play a role in language affiliation. Language acquisition is not a linear process and is characterized by variance. Institutions such as schools influence language affiliation. The present study examines the language repertoires of 63 interviewees and shows that the classical notion of stable language communities no longer applies. The composition of language biographies follows time-dependent variance structures influenced by geographical spaces, sociopolitical changes, and the interaction of person, space, and time. The study also shows that the BG/BRG for Slovenes in Carinthia has immense diversity in language biographies and language variations. The surveyed young people demonstrate a high language sensitivity and a fluid and transnational perception and practice of belonging and identity. This enables them to meet the challenges of increasing globalization while maintaining a regional connection to the bilingual border region of Carinthia/Koroška.
- Subjects
KLAGENFURT (Austria); CARINTHIA (Austria); VARIATION in language; YOUNG adults; LINGUISTIC minorities; LANGUAGE policy; LANGUAGE ability; LANGUAGE acquisition; SOCIOLINGUISTICS
- Publication
IDE: Informationen zur Deutschdaktik, 2023, Vol 47, Issue 4, p44
- ISSN
0721-9954
- Publication type
Article