Multilingualism as Field of Action in Intercultural School Development (MIKS)

(Note: in addition to the here described quantitative cross-sectional study, within the study there has also been conducted a qualitative study using guided interviews. The data of the qualitative study are provided by the partner DIPF under controlled access conditions – the link is available under “Further Remarks”)

Topics:

I) Self-efficacy expectations
General self-efficacy expectations as a teacher: towards the class, towards individual children, in dealing with the students; specific self-efficacy expectations in the context of multilingualism: when considering different languages in in the classroom, while encouraging to speak languages other than German, in dealing with the parents who do not speak German.

II) Knowledge concerning learning and teaching in the context of multilingualism
Everyday knowledge on multilingualism, knowledge based on scientific findings on multilingualism: multilinguism as barrier/chance, consideration and promotion of family languages other than German by the school, Presence of multilingualism in the school-image.

III) Action strategy
Daily contact and experience with multilingualism in school and in the lessons: consideration and promotion of non-German languages in the classroom, confidence in dealing with multilingual students, promotion of German as a main language in class and during recess, experiences with family languages other than German in class.

IV) Significance of the area of multilingualism in personal education and trainings
Preparation for multilingual classes / groups in studies, legal clerkship, training and education.

Demography: occupation within school, number of years at school, spoken languages.

Additionally coded: school, school’s migration history, participant code.