Tagung des Forschungsschwerpunkts sprachliche Bildung und Mehrsprachigkeit am 10. und 11.02.2017 in Hamburg

Die zwölf Forschungsprojekte des Schwerpunktes werden auf der Tagung in parallelen Sessions ihre Ergebnisse (oder den derzeitigen Stand) vorstellen. Weiterhin haben Sie die Möglichkeit, sich über die Ergebnisse der Projekte in einer Postersession zu informieren. 

Neben der Ergebnisdarstellung soll in einer Podiumsdiskussion die Bedeutung der Ergebnisse für die Mehrsprachigkeitsforschung und für die Praxis diskutiert sowie ein Ausblick auf zukünftige Herausforderungen und Forschungsdesiderata gegeben werden. An der Podiumsdiskussion werden Vertreter thematisch benachbarter Forschungscluster, Vertreter des Schwerpunktes sowie der Bildungspolitik und Praxis teilnehmen. 

Als Keynote Speaker dürfen wir Prof. Dr. Nancy Hornberger von der University of Pennsylvania mit einem Vortrag zum Thema "Researching the continua of biliteracy" und Prof. Dr. Paul Leseman von der Universität Utrecht mit einem Vortrag zum Thema "Supporting multilingual development in (pre)schools for an inclusive society" begrüßen. 

Die Tagung richtet sich in erster Linie an die Wissenschaft. Natürlich ist die interessierte Öffentlichkeit aber auch eingeladen.

Das Programm der Tagung finden Sie hier.

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Bei Fragen wenden Sie sich an die Koordinierungsstelle "Mehrsprachigkeit und sprachliche Bildung" unter kombi at uni-hamburg.de oder telefonisch an

Antje Hansen: 040 42838 4398

Sarah McMonagle: 040 42838 2943

Beschreibung der Keynote am 10.02.2017, 17:00 – 18:00h: Supporting multilingual development in (pre)schools for an inclusive society

Paul Leseman (Universität Utrecht)

Many studies indicate that immigrant parents, and also parents from indigenous language minorities, value maintenance of the heritage language, the first language of their children. Countries, however, differ in the support offered to children’s first languages and, overall, support has declined in the past decades. There is fear that first language support is detrimental for learning the country’s main language and for successful integration of language minorities in society. However, the evidential basis for this fear can be questioned. Moreover, there may be negative side-effects in that children and parents feel rejected and experience a devaluation of their heritage culture. Recent research demonstrates advantages of bilingualism for creativity, executive functions, and communication skills, and reveals facilitative effects between languages at the level of conceptual knowledge and the use of the languages for academic purposes. However, the evidence is not uncontested and the potential benefits of bilingualism may interact with non-linguistic factors such as the family’s socioeconomic status,  parents’ literacy and the wider contextual support for heritage languages. This also involves how the two (or more) languages are used at home and in (pre)school, either largely separated or integrated and mixed, in which knowledge of one language is used to learn the other language. In this presentation, I will present findings from a number of studies to identify conditions of optimal multilingual development. Support of first language development in early and middle childhood meets logistic obstacles in the face of the linguistic super-diversity. Important conditions for optimal multilingual development, such as sufficient quantity and quality of exposure to the languages, are often hard to realize. In this presentation, I will also consider strategies for multilingual support involving parents and new educational technologies.

Keynote am 11.02.2017, 10:00 – 11:00h: Researching the continua of biliteracy

Nancy H. Hornberger (University of Pennsylvania)

The continua of biliteracy model offers an ecological framework in which to situate research, teaching, and language policy and planning in multilingual settings.  Biliteracy is defined here as “any and all instances in which communication occurs in two (or more) languages in or around writing” and the continua depict the complex, fluid, and interrelated dimensions of communicative repertoires; it is in the dynamic, rapidly changing and sometimes contested spaces along and across the continua that biliteracy use and learning occur. The continua of biliteracy model was formulated in the context of a multi-year, comparative ethnography of language policy beginning in 1987 in two Philadelphia public schools and their respective communities.  It proved useful in analyzing the data and drawing conclusions from the research and by the same token, the ongoing research informed the evolving framework.  In the years since it was first proposed, the continua of biliteracy model has informed research locally, nationally, and internationally in Indigenous, immigrant, refugee, heritage, and diaspora language education contexts.  Along the way, it has evolved and adapted to accommodate both a changing world and a changing scholarly terrain.  Ongoing and future research on the continua of biliteracy addresses trends embedded in the framework and highlighted in this essay – translanguaging, ecology of language, ethnography of language policy, and ideological and implementational spaces, as instantiated in language education policy and practice in local contexts of Indigenous and ethnic languages and global contexts of diaspora and language spread.

(10.10.2016, ah)