Universität zu Köln

Maahs, Ina-Maria ORCID: 0000-0002-9399-1362, DeCapua, Andrea and Triulzi, Marco (2023). Incorporating multilingualism in German as a Second Language classes for adult Students with Limited or Interrupted Formal Education. Eur. J. Appl. Linguist., 11 (1). S. 79 - 98. BERLIN: WALTER DE GRUYTER GMBH. ISSN 2192-953X

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Abstract

Instructional strategies for promoting the potential of learners are critical for effective language education. Especially in the case of migrant students with limited or interrupted formal education (SLIFE), teachers need to leverage existing assets to build learners' literacy skills and to foster successful second language learning. In this paper, we argue that pedagogical translanguaging can be beneficial for reaching this goal. We present the results of a qualitative study of teachers of German as a Second Language courses for adult migrants in Germany (n=11). We examine how while some spontaneous translanguaging takes place, pedagogical translanguaging is not embedded in the classroom, thereby leaving the multilingual assets of SLIFE mostly overlooked and underutilized.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Maahs, Ina-Maria UNSPECIFIED orcid.org/0000-0002-9399-1362 UNSPECIFIED DeCapua, Andrea UNSPECIFIED UNSPECIFIED UNSPECIFIED Triulzi, Marco UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-677103
DOI:	10.1515/eujal-2022-0019
Journal or Publication Title:	Eur. J. Appl. Linguist.
Volume:	11
Number:	1
Page Range:	S. 79 - 98
Date:	2023
Publisher:	WALTER DE GRUYTER GMBH
Place of Publication:	BERLIN
ISSN:	2192-953X
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language GAP DISCOURSE; LITERACY; ACQUISITION; LANGUAGE Multiple languages Linguistics Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/67710