Page 106 - Diversity in Action

Natascha J. Taslimi, Ursula Maurič, and Karin Steiner

cannot directly observe. However, these ideas have a direct impact on the
surface structure of teaching. This includes, for example, the social setting in
the classroom, the chosen methods and didactic approaches and, in gen-
eral, the way in which the institutional framework provided by the school
or kindergarten is used by the educator (Landwehr, 2021). Against this back-
ground, the following methods and approaches are seen as an opportunity
also to reflect on one’s own subjective convictions about how learners can
be well supported in their learning and what role one’s own view of learners
and confidence in their learning ability plays in this.

Five Building Blocks of Comprehensive Language Education
The model of Five Building Blocks of Comprehensive Language Education
(Allgäuer-Hackl et al., 2018) was developed by a team of authors on behalf
of the Vorarlberg provincial government to take account of the complexity
and individuality of language acquisition. The model provides an orientation
framework for the implementation of consistent, cross-educational institu-
tion support for language development. It underscores that all children have
the capacity for language development, but their starting conditions differ
due to social and experiential factors. Effective support for language acqui-
sition therefore means addressing the various areas that become relevant in
a comprehensive concept of language literacy. This is seen as essential for
educational equity.
These differences can stem from diverse linguistic backgrounds, cultural
experiences, socioeconomic status, and the educational opportunities previ-
ously available to them. Understanding and addressing these varied starting
points is essential to creating equitable educational environments where all
children can thrive. One fundamental principle of the model is the recogni-
tion and appreciation of diversity. This means that educators must develop
a deep awareness of the social, cultural, and linguistic diversity that learn-
ers bring into the classroom. Rather than viewing differences as obstacles,
the model encourages teachers to see them as valuable resources that en-
rich the learning environment. This diversity awareness helps educators tai-
lor their teaching strategies to meet the specific needs of each learner, en-
suring that language education is responsive and inclusive. Closely linked
to this is the principle of multilingual or plurilingual awareness. The model
emphasises the importance of recognising and valuing all the languages a
learner speaks or is exposed to, rather than focusing solely on the dominant
language of instruction. This approach not only validates learners’ linguistic
identities but also leverages their entire language repertoire as a foundation

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