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Erscheinungsjahr
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2024
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Zusammenfassung
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Using the example of civil society-organized language courses for refugees in Bulgaria, this article discusses how heterogeneity in multilingual learner groups is dealt with by both program managers and teachers and how intersecting categories of difference impact discursive practices in the language classroom. A particular focus is placed on showing which language- and culture-related discourses are influential at different levels of classroom interaction. Based on the empirical data, it becomes evident that in the Bulgarian context, the intersection of the categories of race and citizenship status is primarily influential, leading to the reproduction of secondary marginalization of Black refugees in Bulgarian language instruction.
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Zeitschrift
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ZDKM – Zeitschrift für Deutsch im Kontext von Mehrsprachigkeit
1-2, Juli 2024
(40)
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Band
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40
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Begutachtet?
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Ja
