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The main focus of the study was to explore the experiences of inequalities and the expectations of a good life of girls at the age of 14 to 16 years old from a Turkish background living in Germany. Essentially, the research focused on identifying the gaps and analyzing inequality through girls' interpretation of a good life in Germany. Specifically, this paper will concentrate on the finding "capabilities for other girls". Girls who participated in the interview have experienced exclusion in their everyday life which made them feel other and this paper will highlight what are the valuable capabilities for these girls not too feel other. To find the inequalities in the life of socially vulnerable girls of Turkish origin, this research conceptualized how ethnicity and migration background deprives or enhances the capabilities (opportunities) of 2nd, 3rd and 4th generation Turkish migrant origin girls living in Germany. The data for research was collected in collaboration with schools and youth institutes in the Federal State of North Rhein Westphalia in Germany. A pilot study was conducted to define the research design, research questions, data collection methods and methodology. The pilot study had identified that focus groups provided a rich amount of data but were not enough to analyze the experienced inequalities and the individual agency of the participants. The pilot study revealed that it needed to be triangulated with a socio-economic questionnaire, to be able to report the distribution of the socio-economic backgrounds of the participants among the Turkish immigrant youth. An individual life history interview was used as a method of data collection to analyze how Turkish girls interpreted their feelings of inequality and active agency. As a result of analyzing the pilot data using Grounded Theory methodology, two goals of the research were identified. The first one was to determine how girls of Turkish origin living in Germany developed a positive view of themselves; such as empowerment, agency, emancipation, inspirations and aspirations, as they were challenged at school and in the German society. The second was to ascertain how girls of Turkish origin living in Germany interpreted challenges, at school and in the wider society, to obtaining a good life. I aimed to develop the literature review with concepts derived through the results of the pilot study, because a literature review that has been conducted with the concepts relevant to the objective of the study results in building the background of the research (Hammick, 1996).

Immigrant minority (IM) languages have a significant presence in certain European regions. Nonetheless, these languages are not usually included in the school curriculum. This paper aims to analyse the studies published between 2010 and 2020 considering IM languages in multilingual European education contexts. The method included a search of academic papers published in the databases ERIC, Web of Science and Scopus, which yielded 42 studies. The studies were analysed by considering: (1) the demographic characteristics of the countries where the studies were conducted, (2) the sociolinguistic or psycholinguistic focus of the papers in relation to the European country, and (3) the characteristics of the bi-multilingual education programme including IM languages. The results indicate that: (1) the demographic characteristics of the country are not strictly related to the number of studies published, (2) most studies have a sociolinguistic approach even though many studies analyse both sociolinguistic and psycholinguistic factors, and (3) only seven multilingual education programmes including IM languages were described in these papers. We conclude that there is a lack of research focusing on IM languages in educational settings and discuss how addressing these gaps could create opportunities for building equitable multilingual communities in Europe.

In this keynote address given at the International Association for Citizenship, Social and Economics Education (IACSEE) Conference in July 2015, Sabine Manzel focused on participation and decision-making as key competences for democracy. She analysed with standardized videography how both of these competences are realized in classroom interaction.

With the global as the dominating frame of reference, the international higher education landscape and its transients move to the forefront of discussions on whose and which education matters today. Embodying the internationalized university, the Global Southern international student turned into an early-career migrant researcher remains a valuable access point to consent and dissent from Western cultural hegemony at the European neoliberal university. Using Pitard's term (2017) for reflexivity in qualitative research, this paper reflects on an "internal dialogue" of two women PhDs, one from North Macedonia and one from Brazil, studying international student mobility in continental Europe. From the position of "host-sponsored international students who study international students," we discuss the ambiguity of embodying power and subservience. We conclude that the reflexivity demonstrated here, especially in South-South solidarity constellations, has the potential to reignite debates on global knowledge production today.

The educational disadvantages of migrant students are a persistent problem in many Western countries. Against this background, policymakers often call for more diversity in the teacher workforce, arguing that migrant students might benefit from being taught by migrant teachers. Despite the popularity of this claim, there is almost no research-based rationale for increasing the diversity of teachers in Europe. This paper is a step toward filling this research gap for Germany, aiming to assess whether migrant teachers reduce ethnic educational disadvantages. Our analyses are based on a nationally representative large-scale assessment of ninth graders that provides information on the migration status of both students and teachers, with achievement tests and teacher-assigned grades in German as dependent variables. The results run contrary to widely held expectations, indicating little evidence that migrant students benefit from being taught by migrant teachers.

The aim of this research is to determine the problems, supports and suggestions for families of Turkish background living in Germany about their children's education. It is also intended to determine opinions of Turkish background students living in Germany and Turkish background teachers working in Germany about Turkish background families' parents' role. Phenomenology, which is one of the qualitative research methods, was used in this research. This research was carried out on 23 parents, 12 students and 6 teachers living in Germany with Turkish background to reveal the participants' thinking about the research subject interviewed with participants. The data were obtained using semi-structured interview forms were prepared by researcher. A content analysis technique was used for the resolve of the data. In the light of the results language problems, cultural differences and conflicts, assimilations, prejudices of teachers towards Turkish students are mainly problems in education. Participants specified some suggestions such as, school parents' cooperation should be developed, mother tongue teaching should be considered, and inclusion should be used instead of assimilation. According to results, it can be said that new generation are more conscious and liable about their children's education than old generation of Turkish background families living in Germany. [This paper was presented as abstract at the 9th World Conference on Educational Sciences in Nice, February 13, 2017.]

Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education.

In the course of their acculturation process, minority students need to negotiate the adaption to the host society's culture and the maintenance of the culture of their country of origin. This identity construction is complex and may encompass contradicting and competing goals. The adjustment to school is seen as a relevant acculturation marker. An increasingly prominent multidimensional construct is students' school engagement because it can provide an insight into the way students feel and interact with the emotional, cognitive, and behavioral domains of school. Successful adjustment to school culture, and acculturation in general, can be closely related to school engagement. There is yet no common knowledge about the role bicultural national and/or ethnic identity plays for the three dimensions of school engagement. The present study focusses on minority students in Germany who report a strong bicultural identity (in comparison with single stronger ethnic or national identities, as well as weaker bicultural identification) to explain students' emotional, cognitive, and behavioral school engagement when controlling for gender, SES, and cultural capital. Data is derived from paper-pencil questionnaires administered in secondary schools in Germany. Regression analyses show that students with a stronger bicultural identity have a significantly higher emotional, cognitive, and behavioral school engagement than their peers with a weaker bicultural identity, when controlling for gender, SES, and cultural capital. The results hint at the relevance of fostering students' ethnic, but also their national, cultural identity to support their school engagement. Implications for teacher education are discussed.

This specially themed ""Getting of Wisdom," Learning in Later Life" Edition of the "Australian Journal of Adult Learning" ("AJAL") is not so much concerned with the issue of ageing itself, but more about quality of life regardless of age. It is about taking, but also giving back as best as possible at any age. This special issue is a result of the one week "The Getting of Wisdom Exchange", a collaboration between around 100 adult education practitioners and researchers from ten countries from Australia, New Zealand, Asia and Europe. In this issue, papers are presented from Sweden, Ireland, Aotearoa/New Zealand, Australia, Slovenia, Poland, Germany, Portugal and the United Kingdom. Papers cover different topics and open questions about various issues in older people's learning.

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.

Intersectional approaches have become increasingly important for explaining educational inequalities because they help to improve our understanding of how individual experiences are shaped by simultaneous membership in multiple social categories that are associated with interconnected systems of power, privilege, and oppression. For years, there has been a call in psychological and educational research for quantitative approaches that can account for the intersection of multiple social categories. The present paper introduces the Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) approach, a novel intersectional approach from epidemiology, to study educational inequalities. The MAIHDA approach uses a multilevel model as the statistical framework to define intersectional strata that represent individuals' membership in multiple social categories. By partitioning the variance within and between intersectional strata, the MAIHDA approach allows identifying intersectional effects at the strata level as well as obtaining information on the discriminatory accuracy of these strata for predicting individual educational outcomes. Compared to conventional quantitative intersectional approaches, MAIHDA analyses have several advantages, including better scalability for higher dimensions, model parsimony, and precision-weighted estimates of strata with small sample sizes. We provide a systematic review of its past application and illustrate its use by analyzing inequalities in reading achievement across 40 unique intersectional strata (combining the social categories of gender, immigrant background, parental education, and parental occupational status) using data from 15-year-old students in Germany (N = 5451). We conclude that the MAIHDA approach is a valuable intersectional tool to study inequalities in educational contexts.

Purpose: This paper aims to analyse the data regarding the national identification and sense of belonging of secondary school students with and without immigration backgrounds collected through the International Civic and Citizenship Study 2016. It also assesses whether the research instruments used are suitable for the German context. Method: Likert scale items measured national identification. Acculturation theory based categories were employed to measure the sense of belonging. Differences between students across and within countries were assessed using t tests. Findings: Students with immigration backgrounds tend to present statistically lower scores for the scale 'attitudes toward country of residence' in 20 of 24 participating countries. In international comparison, German students with and without immigration backgrounds score relatively low on all five items of the scale. Despite achieving significantly lower scores for national identification, 90% of students in Germany with immigration backgrounds feel a sense of belonging to Germany.

More and more student trajectories involve an academic stay abroad. To achieve the intercultural, personal or linguistic objectives associated with such placements, social inclusion with peers and faculty in the place of study is needed. This paper applies Bourdieu's theory of capital as a conceptual framework to examine the experiences of students who have competed a placement abroad, in particular students from educationally disadvantaged families, students with disabilities, and migrant students. Longitudinal data were taken from the German National Education Panel Study (NEPS) with N=8.469 students. The findings show the interrelatedness of social inclusion and a placement abroad: students who experience high social inclusion with peers and faculty at the beginning of their studies are more likely to study abroad. Social capital with faculty increases after such a placement, in particular for at-risk student groups, while no difference in the increase in social inclusion is observed between student groups. The findings imply a need for early interventions as some of the effects already take place in the first semester.

In Germany and Canada, the integration of immigrants into the labour market is closely related to the various approaches towards the recognition and validation of informal learning. This paper aims to analyse the informal learning measures undertaken by immigrants as well as those offered by employers in the health and information and communication technology sectors during the labour market integration process. The study focused on nurses as well as IT project managers and programmers. The comparison focuses on the occurrence and quality of the four dimensions of the dynamic model of informal learning from an individual and an organisation perspective. The results show similarities between these two perspectives regarding the relevance of the four dimensions in the integration of immigrants into the labour market. In addition, clear differences between the two investigated sectors as well as country-specific differences appear.

Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that foster skills in different languages. This paper aims at identifying and explaining research priorities in the field of multilingualism and language education in a cross-national perspective. It draws on data from a survey with 298 expert participants in five European countries (Germany, Italy, the Netherlands, Portugal, Spain) who ranked pre-identified research topics in relation to their perceived urgency. Results show that experts identified 'effectiveness of multilingual support in regular lessons', 'features of multilingual didactics' and 'effectiveness of literacy support in home languages on the development of academic language skills in the majority language' as having the highest research priority overall. However, these results vary across national settings investigated. While the German, Dutch and Portuguese respondents attributed urgency to research on academic language skills, other issues were rated higher in the Spanish and Italian research contexts. The advantages and limitations of conducting cross-national research are also addressed.

Our paper presents the methodological approach of group discussions and documentary method to investigate team beliefs in Early Childhood Education and Care facilities. The research addresses the question of how team beliefs on multilingualism and language education are shaped. To reconstruct team beliefs, we used group discussions and the sociologically informed documentary method, which is a two-step content and discourse analysis. The data analysis gives insights into the teams' conflicts, perceptions, and shared beliefs concerning the use of home languages in the facilities. This methodological approach offers a perspective that adds to the investigation of individual beliefs on multilingualism and language education by covering collective orientations in organisations.

This article draws upon the cross-continental experiences of teacher educators in Australia, Germany, and the United States to contextualize and connect localized experiences in each country in the education and training of teachers as glocal phenomena. Through a glocal lens, the paper suggests that the dynamics working against the successful education and training of teachers are multifaceted, locally significant, and globally consistent. Two relevant areas are considered, resonating in both the local contexts of the authors and in their global reach, connectivity, and consistency: 1) internal university resistance and fighting over funding, status, and role and 2) over-reliance on market economies that depend on cheap labor fueled by nationalism, neoliberalism, and xenophobia. The authors address issues related to enrollment, reduction, and accreditation within university-based teacher education and training programs as particular areas of common complexity before yielding to discussion of the effects of those concerns situated within neoliberalism and neo-nationalism. The glocalized analysis and critical approach taken by the authors serve as foils to combat the negative scenario that encapsulates the education and training of teachers. Finally, questions are framed to help readers join in the broader discussion in their particular contexts, extending the capacity for democratic dialogue.

This paper draws upon learning from three action research projects conducted as part of a Europe-wide project exploring young people's social and political participation. Challenging dominant discourses about what 'counts' as participation and what does not, the paper explores how, through the action research projects, young people engaged in knowledge democracy in 'new democratic arenas'. Building upon experiential knowing and creating knowledge and learning through practice, the young people explored their own democratic knowledge production, communication and engagement within a context of shifting discourses of participation, democratic engagement and active citizenship. The increasing preference of young people for more informal forms of participation as lived practice reflects a shift to young people constructing their own modes of participation and 'remaking democracy' in their own vision and according to their own needs. By working outside of the confines of normative assumptions of democratic practice and participation, young people exercised their own 'political' agency in response to their own priorities, interests and concerns and, in doing so, illustrated that new forms, understandings and practices of knowledge democracy can emerge that reflect the promise of inclusive democratic societies more meaningfully.

Context: For young people with a migrant background in Germany transition from school to company-based vocational training is much more difficult than for non-migrants. This remains true, when data is controlled for the lower performance of young migrants in general education. In this paper we investigate if and how far the chances of transition to companybased vocational training and the acquisition of different school leaving certificates depend from the migration generation and the region of origin of young migrants. The question is, if disadvantages of young migrants diminish with a longer stay of their family in Germany and if this is also the case for the different groups of regions of origin (Southern Europe, East Europe, Turkey, other Middle East and North Africa, Other regions). Approach: We conduct multivariate analyses on the basis of data from the German Educational Panel Study (NEPS). Our analyses relate to young people who left a general education school after Year 9 in the summer of 2011 or Year 10 in the summer of 2012. Our database comprises information provided by a total of 5,952 school leavers. Findings: For all four origin groups worse chances in comparison to non-migrants were detected. But there are differences in the disadvantages of opportunity between the various groups. They acquire more often lower school qualifications than their counterparts not from a migrant background and also have worse chances than the latter of successfully progressing to company-based vocational education and training. This applies even if other important influencing factors such as social origin are taken into account. Young people from a Turkish or Arab background have the lowest chances in general education and vocational training. As generation status rises disadvantages diminish for all origin groups, but with different magnitudes. A clear upwards-directed integration can be observed solely for the East European origin group. Conclusion: The results of our analyses signalise a clear need for action on the part of German policy makers and German society to reduce the educational disadvantages suffered by young migrants and to develop an effective support mechanism. Integration is rarely achieved in the short term. It is a long-term task which frequently extends over several generations.

In 2009, the federal state of North Rhine-Westphalia in Germany enacted a law that prescribed a binding module on dealing with linguistic diversity for all future teachers in every university offering teacher training in the state. In this paper, we present an interview study with teacher educators in this so-called DaZ module and their views on multilingualism. The conceptual framework of this article is based on Niedrig's (2002) typology of perspectives on multilingualism. The findings reveal that the educators' perspectives on multilingualism seem to be reproductions of their own multilingual biographies and that the framing of the DaZ module tends to reinforce a monolingual mindset. At the same time, the results show multiple ways in which the interviewees still find spaces for multilingual practices within the framework of this module. This underlines the educators' role in promoting a multilingual turn in education.

In recent years, Heritage Language Programs have been attracting more and more attention in the European academic and educational policy contexts. In Germany, many efforts are being undertaken to foster the teaching of heritage languages in schools. This paper provides an overview of the teaching of Spanish as a Heritage Language in Germany through the long-established Program 'Spanish Culture and Language Lessons' ("Aulas de Lengua y Cultura Españolas") funded by the Spanish Ministry of Education for school-aged Spanish heritage speakers. The principal objectives of the study are to analyze the main fostering and constraining factors to participate in this program and to propose improvement measures. To achieve these purposes, a mixed quantitative and qualitative research methodology has been used. The findings are discussed according to these main topics arising during the research process: reasons for students to participate and learning needs, teaching challenges, family implication, relationship with the regular formal education system, blended learning, linguistic and culture diversity. Moreover, improvement measures for this Spanish Heritage Language program are suggested. The main conclusions may be useful for heritage language teachers and program managers in other heritage language (HL) programs in Germany and more generally in Europe.

The proposition that international students are not only sojourners but future immigrants has become well established in public policy. While education and immigration policy have become more intertwined, they continue to be analysed as separate spheres of influence. This paper compares Australia, Canada, and Germany, which between them host nearly 20% of all globally mobile students and where a nexus between international student and immigration policy has emerged. Using critical discourse analysis, a comparative case study design and based on a systematic literature review of over 300 studies published from 1990 to 2018, the findings revealed three ostensibly paradoxical discourses, which are discussed using the new term 'discursive pairings'. First, international students are selected for success but remain vulnerable to policy shifts that may exclude them and cause them to 'fail'. Second, international students are retained to fill economic shortages, but face difficulties being accepted on the labour market. Third, international students help build national reputation yet have been known to be exploited and subject to discrimination. The contradictions that emerge in the discourses bring into question the 'ideal immigrant' framing of international students, demonstrating that their role, acceptance, and ability to integrate into host countries is far from assured.

The increasing number of migrants and refugees arriving in Europe places new demands on European education systems. In this context, the role that free digital learning (FDL) could play in fostering inclusion has attracted renewed interest. While the existing literature highlights some general design principles for developing FDL for migrants and refugees, there is little information on the use of FDL at specific education levels, or for specific learning purposes. This paper presents the results of a qualitative study that was carried out as part of the Moocs4Inclusion project of the Joint Research Centre (JRC) between July and December 2016. The study, which has a European focus, disaggregates the analysis of FDL initiatives by what were identified as its three most common purposes: (a) language learning, (b) civic integration and employment, and (c) higher education. For each of these topics, the study sheds light on the approaches used by a wide sample of initiatives, users' levels of awareness of what is available and take up, and migrants' and refugees' perceptions of the current offer. In order to collect the information needed to cover different approaches and perspectives, semi-structured interviews with 24 representatives of 10 FDL initiatives and four focus groups with 39 migrants and refugees were carried out. The results show that there are indeed overlaps between the purposes of FDL initiatives and their design principles. Specific recommendations on how to better design FDL initiatives for migrants and refugees, taking into account their specific purposes, have also been identified.

Immigrant teachers face several specific expectations from policy makers, colleagues, as well as the media. Often new hopes are pinned on them for teaching (ethnically) diverse learners. Their professional identity is inevitably linked to these expectations. In this regard, this paper discusses the findings of a qualitative study exploring the professional identities of immigrant teachers. Furthermore, it draws implications for teacher education. Reflecting on our research findings, we illustrate two types of professional identities: Teachers who accept the "special skills" ascribed to them, and where the migration background constitutes the core of their professional identity, as well as others, who reject the expectations, and appeal to the pedagogical skills they share with their colleagues without a migration background. Given our findings, future teachers need more support when it comes to reflecting their own biography, political and public expectations, and the bearings on their professional identity.

Germany and Canada differ significantly regarding their migration policy as well as the structures of the national labour markets and their educational systems. This paper aims to analyse how these differences affect the labour market outcomes of immigrants and the usability of foreign qualifications and work experiences by using the health and ICT sectors as example. The comparison focuses on the question how qualifications and work experience serve as signals and are screened for in the recruiting process of enterprises. The results show clear differences as well as several commonalities between the two compared countries.

Mobility is becoming a defining feature of today's globalising society. Individuals move for a variety of reasons, including finding employment or pursuing education. This paper focuses on the interrelationship between two different types of migrants who have all moved out of one specific country to another. It builds on the perceptions of Turkish graduates of German universities who moved cross-border recently to study in German universities, the self-styled 'New Wave Turks', to understand their place within the existing Turkish diaspora there. Although the existing Turkish diaspora in Germany is well researched, as is how diasporas can facilitate further mobility, the interaction between these newcomers and the existing Turkish diaspora in Germany has received little scholarly attention. Through in-depth semi-structured interviews with recent Turkish graduates of German universities, we explored how the existing diaspora provides support but also challenges for the newcomers, complicating their experiences. We argue that international student mobility led to the emergence of a new form of 'total diaspora' in Germany, comprising both the existing Turkish diaspora and newly joined Turkish graduates of German universities. Social media was instrumental for these newcomers in setting themselves apart within the total diaspora, allowing them to create their own community identity.

This paper investigates the Islam and Muslim life in German textbooks. The study is based on the analysis of current Geography textbooks in Bavarian secondary schools. As a first step, the authors developed a system for objective analysis of the textbooks that structures the content in categories. In a second step, the authors used the qualitative method. One category system was developed to analyze the didactical quality of the illustration to the theme Islam and Muslim life another category system was developed to analyze the different aspects of Islam and Muslim life in textbooks. Quantitative analysis shows that the book authors use a variety of illustrations, but especially photos followed by maps. The quality is generally good. Three aspects were selected for qualitative analysis: Spatial representations of Islam, Islam as a religion and Muslim people in Germany. The spatial representation of Islam across the different textbooks is very diverse. Islam is usually not presented as a European phenomenon. The presentation of Islam as an oriental phenomenon risks propagating the idea that there is no other religious group in this area. The information on Islam as a religion is often superficial and may cause students to falsely assume that Islam is a homogeneous religion. Overall, the reader is led to wrongly falsely assume that Muslim migrants, many of whom are living in the 3rd generation in Germany, are still not really part of German society. This is certainly not true for the majority.

Diaspora vloggers--migrants who produce video blogs in the language of their home countries for a transnational diaspora community--have been a largely overlooked group in the studies of social media. This paper focuses on the unique role of Chinese diaspora vloggers during an unprecedented global event--the COVID-19 pandemic. Using manual keyword search (e.g., "zhaijia riji," "faguo yiqing") and chance sampling (i.e., following platform recommendation), we collected 26 videos (07:44:30) from six Chinese YouTube micro-influencers (1-100k followers) located in Germany, the US, Australia, France, Italy, and Korea. Drawing on theories of narrative and stance-taking, we analyzed how these diaspora vloggers relate their experience during the COVID-19 pandemic. Results show that vloggers display both universal (e.g., fears) and culturally specific (e.g., mask-wearing) feelings, and invite their viewers to co-construe the emotional experience (e.g., the pronoun "ni" and address term "dajia"). Moreover, through different ways of "being Chinese", vloggers orient their discourse to a unique audience--transnational Chinese-speaking diaspora. Our findings point to the emergence of a new form of migrant identity in the age of social media and highlight the importance of understanding such identities in delivering public health information in global emergencies such as the COVID-19 pandemic.

The present position paper claims that language education policy in Europe regarding immigrant minority languages is far from reaching satisfactory results. Despite a tradition of language diversity and foreign language teaching, there are no general distinct policies on fostering and maintaining those languages that cannot be subsumed under the label foreign or minority languages. We want to call to attention how important it is to adapt present teacher-training for linguistically diverse classrooms. Taking Germany by way of example, we disclose how the past and actual situation excludes immigrant minority languages and thus complicates their maintenance: In fact, there is a lack of clear statements toward multilingualism in both language policy and education acts. Based on the fact that there is no legal frame which regulates the support of all languages in European language policy, we suggest that the following recommendations should be surveyed in detail in future: (1) teachers must be adequately prepared for multilingualism in school, (2) various outcomes of immigrant minority language transmission must be taken into account, and (3) mother-tongue instruction needs to be revised.

This paper describes and discusses findings from an explorative study on multilingualism among university staff. In a project conducted in the University of Hamburg, 661 members of staff in administrative and technical roles have participated in a survey on their multilingual repertoires, on the usage of different languages as well as multilingual language practices in their daily work routine. The theoretical framework is informed by economic considerations on the value of languages (Grin, F. (2003). Language planning and economics. "Current Issues in Language Planning," 4(1), 1-66) as well as sociolinguistic work on language and employability (Duchêne, A., & Heller, M. (Eds.). (2012). "Routledge critical studies in multilingualism: Vol. 1. Language in late capitalism: Pride and profit." New York: Routledge; Piller, I. (2016). "Linguistic diversity and social justice: An introduction to applied sociolinguistics" (1st ed.). New York, NY: Oxford University Press). Among other things, the descriptive statistics firstly exhibit a wide range of multilingual resources within the workforce with over 60 different languages that are spoken by the participants. Secondly, an extensive and regular usage of languages other than German (LOTG) can be seen with over 75% of the participants indicating to make regular use other languages at work. Thirdly, generally positive attitudes towards the usage of LOTG can be observed. Further analysis and a critical discussion, however, reveals that LOTG usage remains limited to using English in the vast majority of instances, reinforcing the hegemonic role of English (and in some cases French, Spanish and Italian) and disregarding actual linguistic diversity and migrant languages.

Research on migrant youth's school transitions has focused on the country of residence, ignoring migrant youth's pre-migration lives in the country of origin. Drawing on 14 months of multi-sited ethnographic fieldwork between Ghana and Germany, this paper instead analyses school transitions through migrant youth's mobility trajectories, encompassing all geographic moves and concurrent family constellations over time and space, both before and after migration. A mobility lens shows how resources gained in the country of origin – including confidence, discipline, respect, and adaptability – help migrant youth navigate their school transitions in the country of residence, thus becoming forms of transnational cultural capital. [ABSTRACT FROM AUTHOR]

Migration-related multilingualism is a core issue of academic discussion regarding educational inequality in German schools. While existing studies have analysed the discrimination against children's languages from linguistic minorities in school, this paper focuses on social practices in a primary school that seeks to recognise and value multilingualism. The aim of this article is to investigate the extent to which the inclusion of migration-related multilingualism can transform language orders in school and classroom. For this purpose, we examined linguistic practices on the micro-level of the classroom based on lesson protocols. The observed practices indicate that the inclusion of the children's languages is meant both as a means of valuing and acknowledging the children's multilingualism and as part of comprehensive language teaching and learning. The question as to the scope of individual schools for overcoming monolingual ideologies within the structural context of the national educational system and dominant societal discourses remains, however.