Journal für International und Interkulturell Vergleichende Erziehungswissenschaft


21. Volume, 2/2015

Minority teachers in different educational contexts – Recent studies from three German-speaking countries

Professionalism and multilingualism in Greece and Canada: An international comparison of (minority) teachers’ views on linguistic diversity and language practices in monolingual vs. multilingual educational systems

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Argyro Panagiotopoulou Lisa Rosen


In this article we present the design of the research project ‘Migration-Related Multilingualism and Pedagogical Professionalism’ and provide a first look at the material. After a brief introduction, we present our initial thoughts and considerations about pre-service teachers in Germany which motivated us to create this internationally comparative study (2). The following section introduces the research design including our research question and the research fields (3.1), European and Canadian contexts for comparison (3.2), the special situation of German schools abroad in these contexts (3.3), and the methodological framework of the current research (3.4). Afterwards, we provide a first look at the empirical data using excerpts from expert interviews with multilingual (minority) teachers at the German Schools in Athens and in Montreal about their views on migration-related multilingualism, linguistic diversity and language practices (4). In the context of research trips in 2013 and 2014, we conducted a tota of forty-one interviews in Greek and German. In the conclusion, we formulate a hypothesis and a question which we propose to pursue further in our future research (5).

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