IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS?
It is undeniable that societies as well as our geography classrooms become more and more heterogenous. This change requires new perspectives on how to teach and learn geography. Especially in geography education and it’s interculturally connecting curricula multilingualism appears to offer several...
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| Format: | Article |
| Language: | English |
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European Association of Geographers
2019-01-01
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| Series: | European Journal of Geography |
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| Online Access: | https://www.eurogeojournal.eu/index.php/egj/article/view/46 |
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| author | Nikolaus REPPLINGER Alexandra BUDKE |
| author_facet | Nikolaus REPPLINGER Alexandra BUDKE |
| author_sort | Nikolaus REPPLINGER |
| collection | DOAJ |
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It is undeniable that societies as well as our geography classrooms become more and more heterogenous. This change requires new perspectives on how to teach and learn geography. Especially in geography education and it’s interculturally connecting curricula multilingualism appears to offer several advantages over strictly monolingually delivered lessons. The aim of the article is to grasp the reality and potential of multilingual teaching and learning in the subject of geography in German secondary schools as an anchor for further studies on that matter. This article does that by presenting the results of a survey on the current status of multilingual education in the German geography curriculum as well as on the multilingual life practices and experiences of pupils with migration history. While German geography lessons are curriculumwise intended to be taught almost entirely in German, our survey revealed that pupils have positive expectations for multilingual education. In addition, the acquisition of language awareness through mediation tasks and codeswitching exercises might support identity-related and geographical education processes. More specifically, multilin-gualism could be used as a bedrock for a reflective approach towards multiperspectivity in geographical education.
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| format | Article |
| id | doaj-art-cb70ef08c4cf41f2bea9a7468a2512f3 |
| institution | Kabale University |
| issn | 1792-1341 2410-7433 |
| language | English |
| publishDate | 2019-01-01 |
| publisher | European Association of Geographers |
| record_format | Article |
| series | European Journal of Geography |
| spelling | doaj-art-cb70ef08c4cf41f2bea9a7468a2512f32025-01-01T06:57:51ZengEuropean Association of GeographersEuropean Journal of Geography1792-13412410-74332019-01-0193IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS?Nikolaus REPPLINGER Alexandra BUDKE It is undeniable that societies as well as our geography classrooms become more and more heterogenous. This change requires new perspectives on how to teach and learn geography. Especially in geography education and it’s interculturally connecting curricula multilingualism appears to offer several advantages over strictly monolingually delivered lessons. The aim of the article is to grasp the reality and potential of multilingual teaching and learning in the subject of geography in German secondary schools as an anchor for further studies on that matter. This article does that by presenting the results of a survey on the current status of multilingual education in the German geography curriculum as well as on the multilingual life practices and experiences of pupils with migration history. While German geography lessons are curriculumwise intended to be taught almost entirely in German, our survey revealed that pupils have positive expectations for multilingual education. In addition, the acquisition of language awareness through mediation tasks and codeswitching exercises might support identity-related and geographical education processes. More specifically, multilin-gualism could be used as a bedrock for a reflective approach towards multiperspectivity in geographical education. https://www.eurogeojournal.eu/index.php/egj/article/view/46multilingualism, multilingual practices, geography education, Germany |
| spellingShingle | Nikolaus REPPLINGER Alexandra BUDKE IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? European Journal of Geography multilingualism, multilingual practices, geography education, Germany |
| title | IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? |
| title_full | IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? |
| title_fullStr | IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? |
| title_full_unstemmed | IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? |
| title_short | IS MULTILINGUAL LIFE PRACTICE OF PUPILS A POTENTIAL FOCUS FOR GEOGRAPHY LESSONS? |
| title_sort | is multilingual life practice of pupils a potential focus for geography lessons |
| topic | multilingualism, multilingual practices, geography education, Germany |
| url | https://www.eurogeojournal.eu/index.php/egj/article/view/46 |
| work_keys_str_mv | AT nikolausrepplinger ismultilinguallifepracticeofpupilsapotentialfocusforgeographylessons AT alexandrabudke ismultilinguallifepracticeofpupilsapotentialfocusforgeographylessons |