Elisabeth Chowanetz (JMU Würzburg)
Supervisors: Prof. Dr. Maria Eisenmann
About 187.000 learners with more than one first language or first languages other than German attend schools providing general education in Bavaria. (cf. Bildungsbericht 2015). The number of students with a migrant background - and possibly further native languages - is expected to rise at 35% by the year 2024. (cf. Bildungsbericht 2015) These trends ask for new classroom practices since multilingual learners possess a rich but often unrecognized linguistic and metalinguistic repertoire (cf. Deutsch 2016; Jakisch 2015). Furthermore, binding educational documents such as the CEFR and Bavarian curricula for English in all school types promote the development of multi- or plurilingual competence in language education which include codeswitching and calling upon the knowledge of several languages to understand a written or spoken text. (cf. CEFR 2007, 4). Although qualitative studies have shed light on the students’ perspective regarding the value and the implementation of heritage languages in the EFL classroom, the perspective of Bavarian English language teachers, as the providers of learning opportunities, is still heavily under-researched. The aim of this doctoral dissertation is to comprehensively analyze the knowhow, skills, and attitudes of Bavarian English teachers (Realschule & Gymnasium) towards the learners’ multilingual potential and its implementation for English language learning using a quantitative approach. Based on the results a concept will then be developed to find ways how to implement and beneficially use further mother tongues in the EFL classroom to foster multilingualism.