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- Title
»man muss sich nicht angehörig fühlen« Sprachbezogene Zugehörigkeiten in der Migrationsgesellschaft.
- Authors
Pokitsch, Doris; Dirim, İnci
- Abstract
The article "»One does not have to feel belonging« Language-related affiliations in the migration society" by Doris Pokitsch and İnci Dirim discusses the linguistic boundaries of belonging in the migration society. It shows how students use their language-related ideas of belonging to hierarchically position themselves and others. The article also introduces theoretical concepts to analyze language-related positioning. It emphasizes that the notion of a mother tongue as a singular and character-defining feature continues to be effective and determines belonging to a specific language community. In school education, despite the actual multilingualism, monolingualism is declared the norm and multilingualism is made the exception. The text deals with the hierarchization of the German language and its effects on students in Germany and Austria. It points out that German is considered a hegemonic language and that schools in both countries are characterized by a monolingual habitus. The policy of monolingualization continues to this day, and German is used to introduce restrictions related to migration and education. It also points out the priority status of German as an identity feature of citizens in Austria and Germany. In the discussions, students negotiate their dimensions of belonging, and it becomes clear that there is a close connection between language, body, and origin. The text describes the experiences of students with a migration background in Austria. It is noted that boundaries of belonging become particularly virulent when a migration background is attributed. In everyday life, students repeatedly experience being addressed as non-belonging and being confronted with linguistic violence. It emphasizes that belonging is both a feeling and a state of "belonging". On the one hand, students emphasize the right to decide for themselves whether they feel belonging, but they are also encouraged to learn German in order to integrate. It is made clear that students with a migration background are often positioned as different language speakers and non-belonging, and this remains the case. The text addresses the role of language as a differentiating feature and the difficulties that arise from the fact that people can belong to multiple affiliations. It argues that it is important to enable students to have language-related positions instead of reproducing an either-or attitude. Various methodological-didactic approaches to language education are presented, which aim to enable multiple affiliations. It emphasizes the need to recognize and unlearn racist and linguist structures and thought patterns in order to enable an inclusive educational practice.
- Subjects
AUSTRIA; GERMANY; NATIVE language; GERMAN language; MONOLINGUALISM; STUDENT rights; MULTILINGUALISM
- Publication
IDE: Informationen zur Deutschdaktik, 2023, Vol 47, Issue 4, p12
- ISSN
0721-9954
- Publication type
Article