Researching linguistic transitions of newly-arrived students in Germany: insights from Institutional Ethnography and Reflexive Grounded Theory

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Ethnography and Education Pub Date : 2021-05-03 DOI:10.1080/17457823.2021.1922928

Simone Plöger, Elisabeth Barakos

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引用次数: 6

Abstract

ABSTRACT 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.

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研究新来德学生的语言转换:来自制度民族志和反身扎根理论的见解

本文结合制度民族志和反身扎根理论，从理论和方法上探讨了德国学校系统中新学生的语言转换过程。由于缺乏德语知识，学生们被分成预备班，以便为常规课程做准备(语言上)。本文发展了一种反思性的制度人种学方法，将参与这些过渡过程的社会行动者的各种声音和实践问题化并可视化。我们详细阐述了一种综合方法的理论前提、有条不紊的步骤和程序，该方法允许重建过渡时刻及其随之而来的紧张关系、利益相关者的观点和在与移民相关的多语言使用的更广泛的社会过程中的嵌入性。本文丰富了语言、教育和移民研究的方法论景观，并为参与教育研究场所提供了启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Ethnography and Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.80

自引率

0.00%

发文量

期刊介绍： Ethnography and Education is an international, peer-reviewed journal publishing articles that illuminate educational practices through empirical methodologies, which prioritise the experiences and perspectives of those involved. The journal is open to a wide range of ethnographic research that emanates from the perspectives of sociology, linguistics, history, psychology and general educational studies as well as anthropology. The journal’s priority is to support ethnographic research that involves long-term engagement with those studied in order to understand their cultures, uses multiple methods of generating data, and recognises the centrality of the researcher in the research process. The journal welcomes substantive and methodological articles that seek to explicate and challenge the effects of educational policies and practices; interrogate and develop theories about educational structures, policies and experiences; highlight the agency of educational actors; and provide accounts of how the everyday practices of those engaged in education are instrumental in social reproduction.