Gitschthaler Marie, Erling Elizabeth J, Stefan Katrin, Schwab Susanne
University College of Teacher Education of Christian Churches Vienna/Krems, Vienna, Austria.
Institute of Multilingualism, Karlsruhe University of Education, Karlsruhe, Germany.
Front Psychol. 2022 Mar 10;13:805530. doi: 10.3389/fpsyg.2022.805530. eCollection 2022.
Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to reinforce the educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study ( = 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers' perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers' perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap.
为初通教学语言的学生（此处称为多语言学生）提供高质量教育，对全球教育系统的全纳教育构成了挑战。在奥地利，2018/19学年实施了一种新的德语语言支持模式，该模式在单独的教室里提供每周长达20小时的语言支持。自实施以来，该模式因将多语言学生排除在主流课堂之外而受到强烈批评，有人认为这加剧了他们面临的教育劣势。本文介绍的研究对新冠疫情期间所谓的德语语言支持班（GLSC）内学生的学校教育组织方式提供了前所未有的定性见解。它基于之前一项大规模定量研究（涉及3400名教师）的结果，该研究在首次封锁期间（2020年春季）进行，表明边缘化学生，尤其是GLSC中的多语言学生被排除在外的风险很高。为了更深入了解这些学生在学校关闭期间的情况，对维也纳小学和初中在这些班级授课的37名教师进行了访谈，其中18次访谈被纳入分析。访谈聚焦于维也纳市首次和第二次学校关闭期间的情况。对访谈数据的主题分析揭示了教师对在这些学校关闭期间对GLSC学生造成伤害或促进全纳的各方面的看法。教师认为对学生最具伤害性的因素包括师生之间强大的语言障碍、获取技术设备和支持性学习空间的受限，以及家长参与度低。一个促进这些学生融入的进展是在第二次学校关闭期间允许他们到校上课。由于现有的关于学校关闭期间学生学校教育的研究几乎没有涉及GLSC学生的情况，本研究有助于填补这一研究空白。
