Issue 1/2002, 8. Volume
Strategien des Umgangs mit sprachlicher Vielfalt – Analyse bildungspolitischer und konzeptioneller Ansätze
This contribution to “language in education” policy suggests two analytic dimensions for the discus-sion of different strategic approaches and perspectives in education policy. The first dimension is based on Pierre Bourdieu’s theory of the “language market”, according to which the evaluation of language competencies reflects the social power relations while reproducing them at the same time. Educational concepts must therefore be scrutinized for their potential effects on the hierarchies in the language market. The second dimension deals with the often implicit concepts of multilingualism that inform certain approaches to “language in education”. Three main perspectives are identified, which can roughly be characterized as follows: multilingualism as a problem – but an inevitable transition stage towards monolingual communication in the dominant language; multilingualism as qualification and objective of educational programmes; multilingualism as starting-point and resource for learning processes.