Page 105 - Diversity in Action

Language Learning in the Context of Diversity

come into contact with it. The key factors here are time as well as the scope
and quality of linguistic interactions (Charlotte Bühler Institut, 2021):

• Sufficient contact time with the language to be learned is an essential
prerequisite for sustainable acquisition. Children who have early, regu-
lar, and sufficient opportunities to hear and speak this language show
clearer progress in the acquisition of language skills. Frequent contact
with monolingual German-speaking children and/or a longer period of
attendance at an elementary educational institution of more than two
years favours later German language performance at school.
• Quality of language contact: Not only the amount of time, but also the
nature of the language offered determines the course of L2 acquisition.

It is crucial to address the fundamental challenges discussed above by rais-
ingawarenessamongeducatorsandencouragingthemtobecriticalofthese
practices, as the introduction of new language-sensitive approaches in ed-
ucational institutions is still hesitant and uncertain. The following section
looks at different methods and approaches which support the multilingual
turn.

Reflection Point
1. What are the opportunities and challenges of linguistic diversity and mul-
tilingualism in your own social environment?
2. How does the Austrian linguistic context described in this chapter com-
pare to that of other countries?
3. What do you think are important elements of comprehensive language lit-
eracy for all learners?

Transformative Teaching and Learning Approaches
Transformation takes place in learning processes when individuals have ex-
periences that change not only their way of thinking but also their entire rela-
tionshiptotheworld,toothersandtothemselves(Koller,2012).Inthecontext
of language education, for example, this means gaining new perspectives on
the potential of learners’ entire linguistic repertoire. Existing mindsets about
howlanguagelearningworksin multilingualclassesandtheroleoflanguage
education as a whole are critically reconsidered. And finally, it means that
teaching must change visibly. In this context, Landwehr (2021) speaks of two
levels of teaching that need to be critically reflected upon in order to en-
able transformation: In the deep structure of teaching, subjective ideas and
theories become effective in ways that educators are often unaware of and

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