Reconstructing language policy in urban education: the Essen model of Förderunterricht

Martina Möllering, Claudia Benholz, Gülsah Mavruk

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This contribution traces the development of an educational support program (Förderunterricht) for immigrant children in the German Ruhr area, a region that has traditionally been strongly impacted by different waves of immigration. The program has grown out of what was originally a small-scale application of research results of a study on the bilingualism of immigrant children at the University of Essen. Following the premise that the bilingual competencies migrant children bring to the classroom can be an asset rather than a hindrance, migrant languages (Turkish and Greek) were established as an optional component in the undergraduate curriculum for trainee teachers at the university at the same time that a program of supporting classes for migrant children attending secondary schools was being established. Through bottom-up agency, the creators of the program were able to involve migrant communities, local schools, local politicians, the local university, and different funding bodies to set up a project that sees migrant children in the secondary-school sector mentored by trainee teachers, many with an immigrant background, and bring their bi- or multilingual competence to the task. This paper explores the project's impact and relates the findings to language policy developments in Germany more generally.

LanguageEnglish
Pages296-311
Number of pages16
JournalCurrent Issues in Language Planning
Volume15
Issue number3
DOIs
Publication statusPublished - 1 Jan 2014

Fingerprint

language policy
migrant
immigrant
education
trainee
secondary school
local politician
university
multilingualism
teacher
research results
immigration
assets
funding
Language Policy
Migrants
Education
Essen
curriculum
classroom

Cite this

@article{e3bf43e1657a49fd84633522cbca1f00,
title = "Reconstructing language policy in urban education: the Essen model of F{\"o}rderunterricht",
abstract = "This contribution traces the development of an educational support program (F{\"o}rderunterricht) for immigrant children in the German Ruhr area, a region that has traditionally been strongly impacted by different waves of immigration. The program has grown out of what was originally a small-scale application of research results of a study on the bilingualism of immigrant children at the University of Essen. Following the premise that the bilingual competencies migrant children bring to the classroom can be an asset rather than a hindrance, migrant languages (Turkish and Greek) were established as an optional component in the undergraduate curriculum for trainee teachers at the university at the same time that a program of supporting classes for migrant children attending secondary schools was being established. Through bottom-up agency, the creators of the program were able to involve migrant communities, local schools, local politicians, the local university, and different funding bodies to set up a project that sees migrant children in the secondary-school sector mentored by trainee teachers, many with an immigrant background, and bring their bi- or multilingual competence to the task. This paper explores the project's impact and relates the findings to language policy developments in Germany more generally.",
author = "Martina M{\"o}llering and Claudia Benholz and G{\"u}lsah Mavruk",
year = "2014",
month = "1",
day = "1",
doi = "10.1080/14664208.2014.915459",
language = "English",
volume = "15",
pages = "296--311",
journal = "Current Issues in Language Planning",
issn = "1466-4208",
publisher = "Blackwell",
number = "3",

}

Reconstructing language policy in urban education : the Essen model of Förderunterricht. / Möllering, Martina; Benholz, Claudia; Mavruk, Gülsah.

In: Current Issues in Language Planning, Vol. 15, No. 3, 01.01.2014, p. 296-311.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Reconstructing language policy in urban education

T2 - Current Issues in Language Planning

AU - Möllering, Martina

AU - Benholz, Claudia

AU - Mavruk, Gülsah

PY - 2014/1/1

Y1 - 2014/1/1

N2 - This contribution traces the development of an educational support program (Förderunterricht) for immigrant children in the German Ruhr area, a region that has traditionally been strongly impacted by different waves of immigration. The program has grown out of what was originally a small-scale application of research results of a study on the bilingualism of immigrant children at the University of Essen. Following the premise that the bilingual competencies migrant children bring to the classroom can be an asset rather than a hindrance, migrant languages (Turkish and Greek) were established as an optional component in the undergraduate curriculum for trainee teachers at the university at the same time that a program of supporting classes for migrant children attending secondary schools was being established. Through bottom-up agency, the creators of the program were able to involve migrant communities, local schools, local politicians, the local university, and different funding bodies to set up a project that sees migrant children in the secondary-school sector mentored by trainee teachers, many with an immigrant background, and bring their bi- or multilingual competence to the task. This paper explores the project's impact and relates the findings to language policy developments in Germany more generally.

AB - This contribution traces the development of an educational support program (Förderunterricht) for immigrant children in the German Ruhr area, a region that has traditionally been strongly impacted by different waves of immigration. The program has grown out of what was originally a small-scale application of research results of a study on the bilingualism of immigrant children at the University of Essen. Following the premise that the bilingual competencies migrant children bring to the classroom can be an asset rather than a hindrance, migrant languages (Turkish and Greek) were established as an optional component in the undergraduate curriculum for trainee teachers at the university at the same time that a program of supporting classes for migrant children attending secondary schools was being established. Through bottom-up agency, the creators of the program were able to involve migrant communities, local schools, local politicians, the local university, and different funding bodies to set up a project that sees migrant children in the secondary-school sector mentored by trainee teachers, many with an immigrant background, and bring their bi- or multilingual competence to the task. This paper explores the project's impact and relates the findings to language policy developments in Germany more generally.

UR - http://www.scopus.com/inward/record.url?scp=84926220312&partnerID=8YFLogxK

U2 - 10.1080/14664208.2014.915459

DO - 10.1080/14664208.2014.915459

M3 - Article

VL - 15

SP - 296

EP - 311

JO - Current Issues in Language Planning

JF - Current Issues in Language Planning

SN - 1466-4208

IS - 3

ER -