Interkulturelle Bildung durch schulische Mehrsprachigkeit. Über die integrative Kraft von Türkisch in einem bilingualen Sprachenprogramm einer Grundschule in Hannover
Intercultural communicative competency is solidly grounded in the foreign language subjects as the most important learning objective. The article argues that in immigrant societies migration induced multilingualism can be seen as an asset for both individuals and society alike. How multilingualism c...
| Auteur principal: | |
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| Type de support: | Électronique Article |
| Langue: | Allemand |
| Vérifier la disponibilité: | HBZ Gateway |
| Journals Online & Print: | En cours de chargement...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Publié: |
de Gruyter
[2016]
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| Dans: |
Zeitschrift für Pädagogik und Theologie
Année: 2016, Volume: 68, Numéro: 3, Pages: 340-352 |
| Sujets / Chaînes de mots-clés standardisés: | B
Hannover
/ Apprentissage interculturel
/ Bilinguisme
/ École primaire
/ Turc
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| RelBib Classification: | KBB Espace germanophone ZF Pédagogie |
| Sujets non-standardisés: | B
intercultural competencies
B transnationale Bildungsräume B Turc B intercultural learning B bilingualer Unterricht B Transnational education B bilingual education B Interkulturelle Bildung B Turkish |
| Accès en ligne: |
Accès probablement gratuit Volltext (Verlag) Volltext (doi) |
| Résumé: | Intercultural communicative competency is solidly grounded in the foreign language subjects as the most important learning objective. The article argues that in immigrant societies migration induced multilingualism can be seen as an asset for both individuals and society alike. How multilingualism can be used as a source for the development of transnational capital is illustrated against the backdrop of an ethnographic case study. In the context of an elementary school in multi-ethnic Hanover, Turkish as the dominant community language in the neighborhood was integrated into the school curriculum as part of a bilingual programme, and, thus, upgraded. The findings indicate that such an unusual language programme not only contributes to achieving more educational justice but also opens up spaces for intercultural encounters and offers a place of belonging for the descendants of former immigrants. |
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| ISSN: | 2366-7796 |
| Contient: | Enthalten in: Zeitschrift für Pädagogik und Theologie
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| Persistent identifiers: | DOI: 10.1515/zpt-2016-0035 |