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Multilingualism and School Development in Transnational Educational Spaces. Insights from an Intervention Study at German Elementary Schools

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Bildung in transnationalen Räumen

Abstract

In this contribution, I will first discuss the concept of ‘transnational educational spaces’ and point out some of the challenges for school development implied in this perspective on education. In the second part, I will present the ongoing research project “Multilingualism as a field of action in intercultural school development. An intervention study in primary schools” (MIKS-Projekt). In my outlook, I will delineate first field experiences in the context of the MIKS-project. The experiences demonstrate that school development, which takes into consideration migration-related multilingualism as a result of transnational processes, is still a project for the future in German schools because many schools have not even identified a need for this particular kind of development.

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Notes

  1. 1.

    This project is located at the University of Münster and sponsored by the Federal Ministry for Education and Research (Bundesministerium für Bildung und Forschung (BMBF)) during the research period 2013–2016.

  2. 2.

    A number of quotations are “translated from (the original) German” (= t.f.G.).

  3. 3.

    One example of this kind of cooperation is that an increasing number of state schools offer the International Baccalaureate (Hornberg 2012).

  4. 4.

    The MIKS-questionnaire for teachers und educational employees can be found on the project homepage: http://www.uni-muenster.de/EW//forschung/projekte/8205.shtml.

  5. 5.

    All quotations are taken from interview protocols with principals or from notes on conversation that include verbatim quotations.

  6. 6.

    The German education system is highly selective. Traditionally, there are three types of secondary schools leading to different qualifications (basic, advanced, academic), which effectively reproduce social stratification. In most German provinces, the streaming of children into this socially selective secondary school system occurs after grade 4, the final year of the comprehensive primary school. The Gymnasium leads to the highest kind of graduate’s qualification (University entrance examination).

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Authors and Affiliations

  1. Universität Münster, Münster, Germany

    Sara Fürstenau

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  1. Sara Fürstenau
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Correspondence to Sara Fürstenau .

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Editors and Affiliations

  1. Sabanci-Universität, Istanbul, Turkey

    Almut Küppers

  2. Orient-Institut Istanbul, Istanbul, Turkey

    Barbara Pusch

  3. Istanbul Bilgi Universität, Istanbul, Turkey

    Pinar Uyan Semerci

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Fürstenau, S. (2016). Multilingualism and School Development in Transnational Educational Spaces. Insights from an Intervention Study at German Elementary Schools. In: Küppers, A., Pusch, B., Uyan Semerci, P. (eds) Bildung in transnationalen Räumen. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-09642-7_4

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