Abstract
This explorative, qualitative study examines the use and effectiveness of resources of multilinguality, with particular regard to the development of causal links in geography classes. Contentual and linguistic strategies of multilingual pupils in creating causal links were collected and evaluated systematically. This was done by means of a qualitative content analysis of oral, cooperative lesson sequences. A model on how to deal with multilingual, systemic learning settings is presented as a resulting hypothesis.
Highlights
30% of students in Germany possess a migrant background and non-German family language (e.g., Turkish or Russian) [1] (p. 93)
There is a first hint that, concerning interaction and multilingual learning settings are more fruitful than monolingual ones
One remarkable feature is the communication, multilingual learning settings are more fruitful than monolingual ones
Summary
30% of students in Germany possess a migrant background and non-German family language (e.g., Turkish or Russian) [1] (p. 93). The effect is a heterogeneity in experiences, intercultural backgrounds and spoken languages in families and schools—with all the potential connected hereto [2,3,4]. This lingual and cultural heterogeneity is currently being considered in subject teaching in no more than a negligible manner. To avoid contentual overload [95], each of the materials contained no more than 6 core pieces of information on each topical aspect. By means of this information, 10–15 factually plausible causal connections could be established. An explanation on the use of conjunctions in causal sentence structures (e.g., “if--connections”)
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