36.241, Reviews: Mehrsprachenlernen in gesellschaftlichen und institutionellen Kontexten: Joachim Schlabach, Constanze Bradlaw, Britta Hufeisen (eds.) (2024)

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Subject: 36.241, Reviews: Mehrsprachenlernen in gesellschaftlichen und institutionellen Kontexten: Joachim Schlabach, Constanze Bradlaw, Britta Hufeisen (eds.) (2024)

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Date: 17-Jan-2025
From: Sophia Strietholt [sophiastrietholt at gmail.com]
Subject: Language Acquisition: Joachim Schlabach, Constanze Bradlaw, Britta Hufeisen (eds.) (2024)


Book announced at https://linguistlist.org/issues/35-2250

Title: Mehrsprachenlernen in gesellschaftlichen und institutionellen
Kontexten
Subtitle: Deutsch als Fremd- und Zweitsprache im Fokus der
Mehrsprachendebatte
Series Title: Kompendium DaF/DaZ
Publication Year: 2024

Publisher: Narr Francke Attempto Verlag GmbH + Co. KG
           http://www.narr.de/
Book URL:
https://www.narr.de/mehrsprachenlernen-in-gesellschaftlichen-und-institutionellen-kontexte-18439/

Editor(s): Joachim Schlabach, Constanze Bradlaw, Britta Hufeisen

Reviewer: Sophia Strietholt

SUMMARY
In an era of globalization, the demand for robust training and
professional development in language teaching has grown steadily.
Multilingual learners are increasingly common in language classrooms
across Germany, and the need for continued education is evident. The
book “Mehrsprachenlernen in gesellschaftlichen und institutionellen
Kontexten. Deutsch als Fremd- und Zweitsprache im Fokus der
Mehrsprachendebatte” (“Multilingual Learning in Societal and
Institutional Contexts. German as a Foreign- and Second Language at
the Center of the Multilingualism Debate”), edited by TU Darmstadt
team Joachim Schlabach, Constanze Bradlaw, and Britta Hufeisen, is
organized around key themes designed to illuminate the concept of
multilingualism for its audience. This is the 11th volume in the
series “DaF/DaZ-Kompendium,” edited by Jörg Roche, and focuses on
seven distinct contexts of multilingualism. Building on themes
introduced in “Band 4: Mehrsprachigkeit und Sprachenerwerb”
(“Multilingualism and Language Learning”), which addressed cognitive,
historical, and political aspects of multilingualism, this installment
updates critical issues and current debates in multilingual education.
Divided into seven chapters, the book examines multilingualism from
historical, linguistic, multimodal, institutional, individual,
structural, and case-specific perspectives, offering a comprehensive
first impression of the ongoing multilingualism debate in national and
global contexts.
The first chapter, “Mehrsprachigkeit in geschichtlichen Kontexten”
("Multilingualism in Historical Contexts"), introduces the overarching
theme of multilingualism by examining its historical roots and the
evolving nature of language. It emphasizes that languages are neither
static nor isolated but are constantly shaped by the social and
political realities of their speakers. This chapter frames
multilingualism as an enduring feature of human history, challenging
the notion that it is a purely modern phenomenon. The opening
subchapter, “Mehrsprachigkeit - ein modernes Phänomen?”
("Multilingualism - A Modern Phenomenon?") by Lennart Bartelheimer,
draws on historical examples to dispel the myth that multilingualism
is a recent development. By exploring past debates about language use,
Bartelheimer provides context for understanding the contemporary
relevance and complexity of multilingualism. In the second subchapter,
“Migrationen und ihre sprachlichen Abbildungen in der deutschen
Sprache” ("Migrations and Their Linguistic Representations in the
German Language") by Constanze Bradlaw and Katharina Neuber, the
authors use the German language as a case study to demonstrate how
migration has consistently shaped language over time.
They argue that language change driven by migration is not an anomaly
but a fundamental aspect of linguistic evolution, illustrating how the
German language reflects its speakers’ histories of mobility and
contact. The third subchapter, “Sprachwandel” ("Language Change") by
Madeleine Schmorré, delves into the mechanisms of language evolution,
emphasizing the role of communication needs in driving linguistic
change. Schmorré’s analysis underscores the dynamic and adaptive
nature of language, further reinforcing the chapter’s central theme.
Building on the historical perspective of the first chapter, the
second chapter, “Mehrsprachigkeit in spezifischen Kontexten”
("Multilingualism in Specific Contexts"), shifts focus to contemporary
multilingual realities. This chapter explores how specific political,
societal, and geographical factors shape multilingual experiences and
policies. Through three case studies, it highlights the complexities
of multilingualism across different European regions. The subchapter
“Dimensionen von Mehrsprachigkeit am Beispiel EU” ("Dimensions of
Multilingualism in the EU") by Sandra Sulzer, Lennart Bartelheimer,
and Joachim Schlabach examines multilingual dynamics in South Tyrol,
France, and Finland. It illustrates how historical legacies influence
current language policies, societal acceptance, and multilingual
practices. For instance, France’s monolingual emphasis contrasts
sharply with Finland’s recognition of Finnish, Swedish, Sámi, and Roma
languages, while South Tyrol’s trilingual reality reflects its unique
historical and political circumstances. In “Herkunftssprachen im
Hochschulkontext” ("Heritage Languages in Higher Education") by
Barbara Stolarczyk, the focus shifts to heritage language speakers in
German universities. Stolarczyk discusses how the strengths of
heritage learners, such as their diverse linguistic competencies, can
be activated in academic settings. By integrating heritage language
skills into coursework, this subchapter highlights the potential
benefits for both students and institutions. The final subchapter,
“L3-Erwerb an der Hochschule” ("Third Language Acquisition in Higher
Education") by Will Travers, examines the acquisition of a third
language (L3) in U.S. universities. Travers traces the historical
development of L3 instruction and emphasizes the role of "pivot
languages," such as Spanish, in facilitating the learning of related
languages like Portuguese. This analysis underscores the advantages of
multilingual learning for developing linguistic awareness and
transferable skills.
The third chapter, “Mehrsprachigkeit in linguistischen Kontexten”
("Multilingualism in Linguistic Contexts"), explores how the German
language is used and understood in diverse ways. It focuses on
idiomatic expressions, culturally specific text types, and semantic
challenges in international discourses. In the first subchapter,
“Redewendungen und andere idiomatische Phraseologismen” ("Idioms and
Other Idiomatic Phraseologisms") by Madeleine Schmorré, the cultural
richness of idiomatic expressions in the German language is examined.
Schmorré highlights the challenges idioms pose for non-native speakers
and suggests strategies for teaching these expressions effectively.
The second subchapter, “Kulturspezifik von Textsorten” ("Cultural
Specificity of Text Types") by Constanze Bradlaw and Lukas Daum,
focuses on how cultural norms shape different text types. For example,
the German academic term paper, Hausarbeit, is explored as a
culturally specific text type, underscoring the importance of
understanding genre conventions for effective intercultural
communication. The final subchapter, “Semantische Herausforderungen in
international geführten Diskursen” ("Semantic Challenges in
International Discourses") by Niklas Simon and Lukas Daum, examines
the complexities of multilingual communication in global discourses.
Using climate change discourse as an example, the authors highlight
the difficulties of interpreting and translating meanings across
languages and cultures, offering insights into fostering intercultural
understanding.
Chapter Four, “Mehrsprachigkeit in multimodalen Kontexten”
("Multilingualism in Multimodal Contexts") explores the concept of
multimodality, which emphasizes that communication extends beyond
language to include visual, auditory, and other forms of
meaning-making. Digital literacy is presented as a crucial skill for
navigating this landscape. The first subchapter, “Bild und Sprache als
Phänomene multimodaler Kommunikation” ("Picture and language as
phenomena of multimodal communication") by Lukas Daum, underscores the
importance of cultural context in interpreting multimodal texts, with
examples such as differing reading directions in diagrams or the
visual design of menus. Challenges of multimodal communication, such
as ensuring comprehensibility, are addressed alongside strategies for
improving it. Developing visual literacy is identified as essential
for interpreting multimodal communication, and a three-phase
method—perception, reception, and interpretation—is suggested for
teaching this skill. Co-authored by Lukas Daum and Stefanie
Nölle-Becker, the second subchapter “Interkulturelles Bildverstehen”
("Intercultural Image Comprehension") explores how images are
interpreted differently across cultures, emphasizing the role of
cultural background in shaping comprehension. The final subchapter
Linguistic “Landscapes - Die Erforschung sprachlicher Landschaften”
(“Linguistic Landscapes - The Exploration of Linguistic Landscapes”)
by Katharina Neuber and Stefanie Nölle-Becker, examines linguistic
landscapes, referring to the visual display of languages in public
spaces. The subchapter explores how linguistic landscapes reflect
multilingualism, societal attitudes, and sociolinguistic dynamics.
Chapter Five, “Mehrsprachigkeit in strukturellen Kontexten”
("Multilingualism in Structural Contexts") examines how institutional
structures, educational systems, and policies influence
multilingualism. It emphasizes the role of institutions in shaping
opportunities for multilingual learning and fostering inclusive
practices. Authored by Constanze Bradlaw, the first subchapter
“Mehrsprachigkeit und DaF/DaZ im Spiegel schulischer
Bildungsinstitutionen in Deutschland” ("Multilingualism and German as
a Foreign/Second Language in the Context of Educational Institutions
in Germany") explores the integration of multilingualism in German
educational institutions, particularly through the lens of a
“Gesamtsprachencurriculum” (“holistic language curriculum”). This
approach aims to move beyond monolingual methods by incorporating all
languages present in a learning environment. It highlights the
challenges and benefits of systematically planning for multilingual
classrooms and suggests that spontaneous opportunities for
multilingual interaction can enrich learning. Additionally, the German
concept of “Bildungsurlaub” (educational leave) is discussed as a
potential avenue for promoting lifelong multilingual learning. The
subchapter “Mehrsprachigkeit im Fremdsprachenunterricht”
("Multilingualism in Foreign Language Instruction") by Manfred
Sablotny focuses on teaching methodologies designed for learners who
already speak multiple languages. It presents five principles of
tertiary language didactics and emphasizes the importance of
addressing transfer bridges (linguistic similarities) and potential
interference between languages to optimize the learning process. The
final subchapter “Mehrsprachigkeit im Kontext Sprachenpolitik,
-planung und -management an deutschen Hochschulen” ("Multilingualism
in the Context of Language Policy, Planning, and Management at German
Universities") by Constanze Bradlaw delves into the complexities of
multilingualism at German universities. It focuses on how language
policies interact with internationalization efforts and the increasing
dominance of English as a Lingua Franca. It explores the linguistic
challenges faced by international students, the hidden curriculum of
academic language conventions, and the tension between fostering
linguistic diversity and the economic pressures of globalization, all
within the broader context of European education policies like the
Bologna Process.
Chapter Six, “Mehrsprachigkeit in individuellen Kontexten”
("Multilingualism in Individual Contexts"), highlights the experiences
of multilingual individuals, focusing on their cognitive, social, and
emotional journeys in managing multiple languages. The first
subchapter, “Leselernhilfe für Schüler und Schülerinnen mit Deutsch
als Zweitsprache” ("Reading Support for Students with German as a
Second Language") by Sandra Sulzer, emphasizes reading as a vital
competency for educational success, while noting that children with
immigrant backgrounds often face language skill gaps. The chapter
introduces reading programs like MENTOR that aim to foster a love of
reading and support linguistic development through one-on-one
mentorship, focusing on motivation rather than direct instruction.
Volunteer projects also leverage multilingualism as a resource,
providing diverse reading opportunities and encouraging cultural
integration. The subchapter “Sprachmittlung von Kindern und
Jugendlichen in Migrationskontexten” ("Language Mediation by Children
and Adolescents in Migration Contexts") by Stefanie Nölle-Becker,
explores the role of children and adolescents as language mediators
within migrant families. It highlights language mediation as a
prevalent practice that facilitates communication in diverse contexts,
such as healthcare, education, and daily interactions. While this
responsibility can impose psychological strain, it also fosters
self-confidence, strengthens familial bonds, and promotes linguistic
growth. The chapter emphasizes the potential of integrating mediation
practices into educational settings to develop language awareness and
enhance multilingual competencies. The final subchapter “Sprachangst”
("Language Anxiety") by Sarasi Kannangara, explores tension and
apprehension in second-language contexts, particularly in
speaking-focused communicative approaches. Distinct from general
public speaking anxiety, it encompasses communication apprehension,
test anxiety, and fear of negative evaluation, often manifesting as
avoidance or physical symptoms like increased heart rate. The
phenomenon is heightened in multilingual settings, where learners
juggle multiple languages. The chapter emphasizes balancing its
effects and developing strategies for effective language learning.
Chapter Seven, “Mehrsprachigkeit in curricularen Kontexten”
("Multilingualism in Curricular Contexts") emphasizes the value of
integrating multilingualism into education, highlighting innovative
approaches, benefits, and institutional challenges in fostering a
multilingual curriculum. Birgit Kordt authors the first subchapter
“Der EuroComGerm-Ansatz als Grundlage für schulischen
Interkomprehensionsunterricht” ("Using the EuroComGerm Approach for
Intercomprehension in School Settings") that explores how
intercomprehension, or the ability to communicate across language
barriers by leveraging linguistic similarities, can be systematically
taught using the EuroComGerm approach. This method focuses on
understanding Germanic languages by employing strategies like
recognizing cognates, sound patterns, word formation, and syntax.
Tailored to learners of German and English, the EuroComGerm approach
uses "seven sieves" to decode other Germanic languages such as Dutch,
Danish, and Swedish. In schools, the chapter suggests simplifying
these strategies into an engaging "detective kit" and incorporating
authentic materials, listening activities, and visual aids to foster
comprehension. The subchapter “Schulische und auch universitäre
Gesamtsprachencurricula: Konzepte, Projekte, Forschungsfragen”
(“Holistic Language Curricula in Schools and Universities: Concepts,
Projects, and Research Questions") by Britta Hufeisen and Joachim
Schlabach introduces the concept of a holistic language curriculum as
a way to integrate language learning across subjects and educational
levels. The approach aims to break down monolingual teaching practices
and foster multilingual learning communities by encouraging language
learning in early childhood, continuing through school and university.
The chapter outlines how a whole language curriculum can be
implemented and emphasizes the importance of language mediation to
support communication across languages and disciplines as well as its
importance for fostering multilingualism. The final subchapter
“Herkunftssprachen- / Erstsprachenunterricht als Teil des schulischen
Lernens” ("Heritage/First Language Instruction as Part of School
Learning") by Simone Naphegyi explores the integration of heritage and
first language instruction in schools, focusing on Austria's
historical development via a cooperation project in Vorarlberg. The
subchapter showcases the benefits of first language instruction for
second language acquisition, cognitive skills, and biliteracy and the
need for collaboration between first language and other subjects to
enhance learning.
EVALUATION
The volume examines multilingualism in the context of German and
offers a refreshing take on context-sensitive issues, addressing both
formal and informal contexts in the multilingual debate. It tackles
the challenges of intercultural communication in a globalized
world—locally in multicultural societies, regionally in multinational
institutions, and globally in world organizations and online.
Recognizing the tensions between fostering multicultural understanding
and fears of cultural identity loss, the book emphasizes the essential
mediating role of languages in bridging cultural divides. This edited
volume presents a multifaceted exploration of multilingualism,
balancing both its challenges and opportunities within contemporary
society. Its structured, textbook-like approach—complete with chapter
overviews, learning objectives, reflective tasks, and research
activities—makes it particularly suited for pedagogical and academic
contexts, especially at the university level. However, while the book
offers a compelling introduction to multilingualism for newcomers, it
may not significantly advance the discourse for researchers working on
migration or seasoned instructors working in multilingual education.
One of the volume's strengths lies in its clear and direct stance on
the normalization of multilingualism, repeatedly emphasizing its value
in educational and societal contexts. It is a necessary text in
Germany’s current climate and in line with other relevant multilingual
research (e.g., Cenoz & Gorter, 2015; Heller, 2007; May, 2014).
Attitudes toward multilingualism in Germany have been marked by
tension (Cruz Neri et al., 2025; Wiese et al., 2017), highlighting the
critical need for educational initiatives and updated language
policies (Panagiotopoulou & Rosen, 2018; Pfaff, 2011). The inclusion
of real-world examples, references to literature and cultural
products, and personal narratives adds a rich, relatable dimension to
the discussion. The structured layout of chapters—featuring learning
objectives, reflective tasks, and activities for knowledge
transfer—makes the book particularly suitable for pedagogical use in
higher education. Especially the chapters on reading support (6.1) and
language mediation by children and adolescents (6.2) highlight
overlooked yet critical aspects of the field as they are extremely
relevant to current educators and their day-to-day practice. Chapter
4’s focus on multimodality also provides an innovative perspective on
multilingualism that is often neglected in SLA research and teacher
education. The volume succeeds in presenting multilingualism as a
normative and vital aspect of contemporary society, especially in the
contexts of globalization and intercultural communication. Chapters
such as 2.2, discussing heritage language learning in Germany, offer
valuable insights that are both specific and underexplored in the
field. The multilingual contexts presented in this volume will
undoubtedly be a valuable resource for SLA instructors in Germany, as
they resonate with their lived experiences while providing tips and
insights that extend beyond those gained through personal practice.
This volume is quite unique, as many of the topics and perspectives it
covers rarely appear in textbooks for pre-service teachers, making it
one of its greatest strengths.
Despite its merits, the volume struggles with coherence. While its
overarching focus on multilingualism is clear, several chapters
diverge into topics that are only tangentially related. While it
begins with a strong plea for the importance and normalcy of
multilingualism, it later veers into topics that seem to be less
focused on multilingualism but rather general SLA concepts, including
genre-based pedagogy (Chapter 3.2), that feel somewhat disconnected
from the central theme. The split between multilingualism-specific
content and general SLA concepts leaves the reader questioning the
coherence of its focus. For example, while genre pedagogy is valuable
for SLA, its relevance to multilingualism is not sufficiently
justified. Similarly, chapter 2.3’s focus on a broader multilingual
context in the context of the U.S. feels somewhat random in a volume
that primarily centers on German and German-speaking countries.
Certain chapters also feel misprioritized or underdeveloped. Chapter
5.2 (Multilingualism in Foreign Language Instruction), for instance,
contains crucial yet broadly defined material that could have been
expanded into not only its own chapter, but its own volume.
Additionally, while Chapter 6.2’s examination of language anxiety in
multilingualism is intriguing, focusing on a single emotion without
addressing the broader emotional landscape relevant to multilingual
contexts seems arbitrary (see e.g. Dewaele & Li, 2020; Dewaele &
MacIntyre, 2014; MacIntyre & Vincze, 2017 for an overview of recent
research on emotions in SLA). These sections prompt the question of
whether the book's primary focus is multilingualism or a broader
examination of SLA topics. Another limitation is the inconsistent
placement of chapters. Chapter 5, which discusses essential structural
and contextual elements of multilingualism, might have served as a
stronger foundation if positioned earlier. Finally, while the volume’s
brief acknowledgment of artificial intelligence (AI) is timely, the
absence of a dedicated chapter on AI and its implications for
multilingualism feels like a missed opportunity. Considering the
growing role of AI in language learning, this omission leaves room for
future research and discussion.
Overall, the book aligns with contemporary discussions about the role
of multilingualism in education and society, particularly its function
as a bridge in intercultural communication. However, its treatment of
multilingualism often feels fragmented, oscillating between broad
advocacy for its importance and narrowly focused pedagogical
strategies. A more robust contextualization of multilingualism in
German-speaking countries would have strengthened the introduction and
overall framing. Still, considering its sister volume and its focus on
multilingualism, this volume certainly rounds out aspects of the
debate that are specifically important to the current landscape, show
intriguing case studies, or include generally important background
information worth noting. This volume is clearly best suited for
educators, students, and practitioners in higher education seeking an
introduction to multilingualism, particularly those with an interest
in the German context. Its pedagogical framework is practical and
accessible, providing tools for reflective and interactive learning.
The volume successfully achieves its purpose by excelling in practical
applications and providing valuable insights in specific contexts.
REFERENCES
Cruz Neri, N., Schwenke-Lam, T., & Fürstenau, S. (2025). Predictors of
multilingual classroom practices of German primary teachers.
International Journal of Educational Research, 129, 1–11.
Cenoz, J., & Gorter, D. (2015). Multilingual education: Between
language learning and translanguaging. Cambridge University Press.
Dewaele, J.-M., & MacIntyre, P. D. (2014). The two faces of Janus?
Anxiety and enjoyment in the foreign language classroom. Studies in
Second Language Learning and Teaching, 4(2), 237–274.
https://doi.org/10.14746/ssllt.2014.4.2.5
Dewaele, J.-M., & Li, C. (2020). Emotions in second language
acquisition: A critical review and research agenda. Foreign Language
World, 196(1), 34–49.
Heller, M. (2007). Bilingualism as ideology and practice. In M. Heller
(Ed.), Bilingualism: A social approach (pp. 1–22). Palgrave Macmillan.
May, S. (2014). The multilingual turn: Implications for SLA, TESOL,
and bilingual education. Routledge.
MacIntyre, P., & Vincze, L. (2017). Positive and negative emotions
underlie motivation for L2 learning. Studies in Second Language
Learning and Teaching, 7(1), 61–77.
https://doi.org/10.14746/ssllt.2017.7.1.4
Panagiotopoulou, J. A., & Rosen, L. (2018). Denied inclusion of
migration-related multilingualism: An ethnographic approach to a
preparatory class for newly arrived children in Germany. Language and
Education, 32(5), 394–409.
https://doi.org/10.1080/09500782.2018.1489829
Pfaff, C. W. (2011). Multilingual development in Germany in the
crossfire of ideology and politics: Monolingual and multilingual
expectations, polylingual practices. TRANSIT, 7(1).
https://doi.org/10.5070/T771009760
Wiese, H., Mayr, K., Krämer, P., Seeger, P., Müller, H.-G., & Mezger,
V. (2017). Changing teachers' attitudes towards linguistic diversity:
Effects of an anti-bias programme. International Journal of Applied
Linguistics, 27(2), 198–220. https://doi.org/10.1111/ijal.12121
ABOUT THE REVIEWER
Sophia Strietholt is the German Language Program Director and Teaching
Assistant Professor in the Department of Germanic and Slavic Languages
and Literatures at the University of North Carolina at Chapel Hill.
She holds a Ph.D. in German and Second Language Acquisition from the
University of Wisconsin-Madison. Her research interests include
interdisciplinary approaches to second language learning and teaching,
second language motivation theory, and foreign language pedagogy.



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