ERIC Number: EJ1309716
Record Type: Journal
Publication Date: 2021
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1745 -7823
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Researching Linguistic Transitions of Newly-Arrived Students in Germany: Insights from Institutional Ethnography and Reflexive Grounded Theory
Ethnography and Education, v16 n4 p402-419 2021
In this paper, we make a theoretical and methodical case for combining Institutional Ethnography and Reflexive Grounded Theory to investigate linguistic transition processes of newly-arrived students in the German school system. Legitimised by a missing knowledge of German, the students are separated into preparatory classes in order to prepare them (linguistically) for the regular classes. This article develops a reflexive institutional-ethnographic approach that problematises and visualises the various voices and practices of social actors engaged in these transition processes. We elaborate the theoretical premises, methodical steps and procedures of a combined approach which allows to reconstruct the transition moment and its attendant tensions, stakeholder perspectives and embeddedness in wider social processes of migration-related multilingualism. The paper enriches the methodological landscape in language, education and migration studies and offers implications for engaging with educational research sites.
Descriptors: Ethnography, Grounded Theory, Immigrants, Multilingualism, German, Second Language Learning, Second Language Instruction, Educational Practices, Foreign Countries, Secondary School Students, Educational Policy, Educational Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
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Language: English
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Identifiers - Location: Germany
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