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In dieser Arbeit wird einerseits der Frage nachgegangen, warum trotz der stetig wachsenden Bedeutung von Mehrsprachigkeit immer wieder defizitäre Perspektiven auf selbige zu erkennen sind. Andererseits werden Alternativen hin zu einem Verständnis von Mehrsprachigkeit als Norm aufgezeigt. Dazu werden Diskurse zu Mehrsprachigkeit auf gesellschaftlicher, (bildungs)politischer und (sprach)wissenschaftlicher Ebene betrachtet. Insbesondere wird dabei auf die Rolle der Sprachwissenschaft zur Setzung eines monolingualen Standards eingegangen. Soziolinguistische Ansätze werden vorgestellt, die Sprache als soziale Praxis verstehen. Hierbei werden Sprachen nicht getrennt voneinander betrachtet, sondern das gesamte sprachliche Repertoire von Sprecher*innen wird berücksichtigt. Des Weiteren werden Möglichkeiten einer ressourcenorientierten Praxis im Raum Schule beleuchtet. Vor dem Hintergrund bildungspolitischer Perspektiven auf Mehrsprachigkeit wird auf die spezifischen Rahmenbedingungen in Berlin eingegangen. Möglichkeiten für den Einbezug von sprachlicher Diversität im Raum Schule werden aufgezeigt und Programme und Materialien hierzu vorgestellt. Anschließend wird der Umgang mit Mehrsprachigkeit im Raum Schule anhand eines Fallbeispiels einer Neuköllner Grundschule exemplarisch betrachtet. Die Auswertung von Fragebögen (Lehrende), ein Interview mit der Schulleitung und das Schulprogramm ergaben, dass die Spielräume für einen ressourcenorientierten Unterricht in der Schulpraxis kaum genutzt werden und weiterhin eine defizitäre Sichtweise auf Mehrsprachigkeit vorherrscht, wenn nicht-prestigeträchtige Sprachen involviert sind., Discourses on multilingualism. School policies and (possible) practices with reference to a case-study from Berlin-Neukölln. Despite the continuously growing importance of multilingualism in a globalized world, a deficit orientated perspective on multilingualism still persists. This master thesis investigates why this might be the case and presents alternative approaches from the literature that take multilingualism as the norm. The paper examines discourses on multilingualism in different areas: society and linguistics (section 2), (school) policies and possible school practices (section 3), and actual school practices (section 4). In section 2, I discuss the role of linguistics in establishing a monolingual standard norm. I present sociolinguistic perspectives that regard language as social practice. These approaches focus on speakers’ whole repertoires instead of investigating languages as separate systems. In section 3, I examine the possibilities of a resource-oriented practice in schools. Against this background, I discuss the specific conditions in Berlin. I further show possibilities in terms of programs and materials for the inclusion of linguistic diversity in schools. In section 4, in order to examine actual practices, I present a case study of an elementary school in Berlin-Neukölln, a district with a linguistically highly diverse population. Evaluating data from a questionnaire for teachers, an interview with the school management, and the school program, I argue that teachers rarely exploit the possibilities for resource-oriented teaching and maintain a deficient-orientated view on multilingualism. Interestingly this negative perspective is stronger with non-prestigious languages.

This essay explores a set of connections between philosophy and prose fiction. It combines a somewhat Foucauldian outlook on the question of genealogical filiation with a Bakhtinian interest in polyphony and heteroglossia. This is an overviewof the various possibilities for the emplotment of the story of knowledge. The structural details of these plots inform the qualityof the knowledge that eventuates from them. In coarse terms, I am asking what it means to insist upon thenovelistic qualities of Plato while simultaneously thinking about the Platonic qualities of novels. This highly selective survey starts with classical Athens, touches upon Plutarch and Lucian, and then lingers with narrative prose fiction morespecifically by examining the texts of Chariton, Achilles Tatius, Heliodorus, Apuleius, and Petronius.

Frances Ellen Watkins Harper's 1892 novel Iola Leroy, or, Shadows Uplifted has been widely discussed in relation to the ways in which the novel caters to the popular gender ideologies that deny and devalue black womanhood in both the antebellum and postbellum United States. This article, however, argues that Iola Leroy can further be considered a reformist novel that explores the questions of racial identity and slavery as well as diverse constructions of abolitionism in the postbellum United States. Harper's Reconstructionist views challenge the antebellum organization of social spheres and gender norms that support slavery's cruel practices, while engaging with the public discussions that compose an abolitionist heteroglossia. Harper bridges the divide between racial prejudices and an unbiased perception of the black race through heteroglossic dialogues that feature characters' powerful arguments against slaveholders' theories about the black race and slavery. Covering a span of time from the Civil War to the Reconstruction Era, the novel suggests that as long as racial preconceptions and proslavery opinions are not abandoned, national Reconstruction will be dysfunctional and the nation will be unable to reach a harmonious political identity. All of the abolitionist discussions in the novel serve to connect the characters in a dialogic afnity in venues for sociopolitical discussion on slavery and abolitionism as possible means of Reconstruction. Thus, this article analyzes how Iola Leroy portrays the abolitionist voices that inltrate into proslavery arguments in line with critic Mikhail M. Bakhtin's concept of heteroglossia, and hence examines how Harper emancipates her text from authoritarian views by constructing episodes of dialogic relations among the abolitionist discussions against the backdrop of the monologic arguments of racial slavery.

Mikhail BAKHTIN's ideas of heteroglossia, voice, utterance, and dialogism are important theoretical concepts for investigating relations between social and personal facets of human development, especially the development of identity or self-understandings in cultural worlds. Yet methodological and analytic procedures for discerning voices in individuals' self-representations are relatively unexplored. In this paper, we discuss how BAKHTIN's ideas can be used in a type of narrative analysis that focuses on the construction of individual identity and positionality within cultural worlds. We use an empirical example from one Nepali adolescent's narration of self, collected as part of an extensive ethnographic study in a rural community in Nepal, to illustrate the conjunction of theory and method in discerning how individuals orchestrate the voices from their cultural and social worlds to create distinctive images of self and to envision their (future) social positions. Our examination of this narrative indicates that self processes orchestrate and transform social voices for past, present and future forms of self-understandings and cultural meanings. The primary foci in this paper are the theoretical concepts, methods and analysis that aid the researcher in discerning and understanding these voices and their orchestrations. URN: urn:nbn:de:0114-fqs0103187, Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Vol 2, No 3 (2001): Qualitative Methods in Various Disciplines II: Cultural Sciences