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This article reports on the initial findings from an ethnographic study conducted in a preparatory class for young refugees in Cologne, Germany. Focusing on the current language policy whic...

This book is based on a conference held at the University of Cologne in 2018 titled—as is this volume—“Inclusion, Education, and Translanguaging: How to Promote Social Justice in (Teacher) Education?”. The initial idea for this conference came about when we visited Ofelia García in New York in the fall of 2017 and were able to observe and experience translanguaging live—in a mathematics lesson at a bilingual primary school in Queens—during a research visit. This was a special event for us because we had by then been dealing with the concept for years and were constantly confronted with the standard question of how translanguaging can be put into practice in the context of teacher education, congresses and conferences.

This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia Garcia, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems. ; This open access book is designed as an international anthology on the broader subject of inclusion, education, social justice and translanguaging. Prefaced by Ofelia Garcia, the volume unites conceptional and empirical contributions focusing on various actors within educational institutions, from early childhood to secondary education and teacher training, while offering insights into multiple European and North-American educational systems.

With the aim of promoting inclusion and social justice in education, a new project supports (multilingual) professionals who address their own pedagogical practice of counteracting the disadvantages multilingual children face within a monolingual norm in Germany. The presentation of the project highlights how translanguaging as a pedagogy gives language-minoritized children a voice and as a sensitizing concept can be utilized for the analysis of project data and especially of ethnographic observations of learning and teaching practices.

In this chapter, we present three ongoing dissertation projects that emerged from the research project “migration-related multilingualism and educational professionalism” (led by Julie A. Panagiotopoulou and Lisa Rosen). The common ground of these projects is the focus on German schools abroad and the qualitative research approach to firstly, translingual practices and language ideologies, secondly, multilingual educational biographies of students, and thirdly, transnational professional biographies of teachers.

Das Buch bringt den Lesenden Zwei- und Mehrsprachigkeit als Normalität in Bildungsinstitutionen nahe. Bislang wird die migrationsbedingte mehrsprachige familiale Alltagspraxis von Kindern und Jugendlichen als Abweichung von einer monolingualen Norm betrachtet. Zwar ist die Förderung von Mehrsprachigkeit in Schulen und Kitas ein explizites sprachenpolitisches Ziel der EU, die national verfassten Bildungssysteme haben aber bis heute weder in Bildungsempfehlungen für Kitas noch in schulischen Lehrplänen auf diese Realität adäquat reagiert. Dieses Buch zielt darauf ab, individuelle und gesellschaftliche Zwei- und Mehrsprachigkeit als Herausforderung von Bildungsinstitutionen zu deuten. Es sensibilisiert pädagogische Fach- und Lehrkräfte für diese Anforderungen und vermittelt ihnen wichtige Grundlagen und relevante Forschungsergebnisse aus Linguistik, Pädagogik und Didaktik.

In this chapter we focus on teachers’ views on migration-related multilingualism in Greek complementary schools in Montreal. By doing so, we are referring to an international comparative study entitled “Educational Professionalism, Migration, and Multilingualism in Canada (Montreal, Quebec), Germany (Cologne, North Rhine-Westphalia), and Greece (Athens and Thessaloniki)”. In April 2014, we conducted 13 theory-generating expert interviews with teachers from these schools. Three of them are so called newcomers, meaning that they migrated from Greece in the wake of the financial crisis one or two year(s) before the interviews took place and thus can be understood as recently arrived migrants. Following a grounded theory analysis, we found out that these recently migrated teachers tended to hold monoglossic views and to have deficit views with regards to the multilingualism of their students. They considered themselves as representatives and guardians of the Greek language and culture and pleaded for “Greek only” in the lesson and during the break. Their perspectives are in contrast to teachers’ views of these schools, who belonged to the second generation of migrants.

In this contribution we present an internationally comparative project entitled “New (educational) migration as a family project and as a challenge for two different educational systems: Germany and Canada”. In particular, we focus on the research design and its methodological challenges, as well as on our questions with regard to the living conditions and experiences of newly immigrated families and their (school-age) children in two different migration societies. Between 2014 and 2018, research data were collected in Canada and Germany through biographical interviews with 31 families who left Greece after 2008 in the wake of the so-called financial crisis. In contrast to the dominant (media) discourse, we approach this phenomenon of “(new) migration from Greece” as a “family project”. Furthermore, we discuss family migration as a neglected research topic. Based on our research practice and initial findings, we outline the necessity of the connection between internationally comparative educational migration and family research.