Insights into multilingualism in school settings: Unveiling teachers’ language attitudes and beliefs

Abstract

Abstract (Prospective) German teachers for primary schools often find themselves overwhelmed in multilingual contexts within the school framework. This can lead to challenges in managing linguistic diversity, including instances of language-related discrimination and other manifestations of language ideologies influenced by teachers’ attitudes and beliefs. This article delves into specific instances of discriminatory actions within the educational setting. By employing frame analysis and involving passive qualitative classroom observation with field notes, the study aims to provide a detailed description and interpretation of linguistic actions in the communication process. Additionally, the analysis facilitates the modeling of classroom communication, offering practical insights for teacher training programs to address linguistic diversity effectively and prevent instances of linguistic discrimination. As an observational tool, frame analysis should prompt (prospective) teachers to engage in critical reflection on the origins of their own attitudes and beliefs, encouraging them to reconsider and revise their perspectives.