Sarah Campbell (Team Sweden) interviewed two trainee teachers at Uppsala University about working with plurilingual pupils in school. The interview was done in Swedish, below you can find a summary in English.
Sarah Campbell interviews two trainee teachers at Uppsala University weiterlesen
On 11th of April 2019 Prof. Hawlik had the chance to have a discussion with Prof. Kirkham and discuss KINDINMI matters: What are chances and challenges of preschool education in Czech Republic, Scotland, Austria and Sweden?
Prof. em. Tore Otterup (University Gothenburg, Sweden) and Prof. Rainer Hawlik (University College of Teacher Education Vienna, Austria) discuss the developments of mother tongue tuition in school education since the 1970s. They discuss common interests of mother tongue tuition, but also differences in the approach towards heritage language education.
Interview with Elfie Fleck who was as a municipal actor a high ranking civil servant in Ministry of Education (Departement: Migration & Multilingualism) until her pension in may 2017. Together with Elisabeth Furch (PH Wien) she invented the nationwide mother tongue tuition course of study, which enrolled already four times since 2012. In her interview with Martina Sturm she takes a close look on aspects in today’s migrant society.
Karin Steiner works as a head of the educational department of „Wiener Kinderfreude“, Austria’s biggest private kindergarten provider with deep roots in the social-democratic tradition of Victor Adler. Steiner reports how in our age of migration parents of plurilingual kindergarten children are successfully involved in kindergarten activities („Elterncafé“, „Elternabende“), meanwhile it is a daily hard job to change attitudes and perspectives in a nation, which shows a strong monolingualistic habitus in educational institutions.
Following his article „Bildung in Zeiten der Unterwerfung – über den Umgang mit Migrationsanderen in nationalen Bildungseinrichtungen“, Rainer Hawlik speaks about the importance of acknowledgement and recognition of students with a different L1 than German in kindergarten and school who struggle with their intellectual development, meanwhile monolingual German speaking institutions of preschool and school don’t see the blind spot of its powerful monolingualistic attitude.
(Interviewer: Christian Berger, PH Wien)
