Titel
Insights into students’ experiences of social inclusion and exclusion during attending language pull-out classes
Abstract
A crucial aspect of the discourse of inclusion revolves around the concept of language pull-out classes and their potential to hinder inclusion. This paper addresses this issue by engaging with the voices of the addressees of German language support measures, namely multilingual students. Hence, the experiences of 49 primary school students (27 girls; 22 boys; age = 6–11) enrolled in segregated German language support classes (GLSC) were examined. Therefore, face-to-face interviews were conducted, employing a semi-structured interview guideline. Results indicated that the spatial and social segregation of students has negative effects on their social inclusion on several levels. E.g. it minimises opportunities for students to form stable friendships in mainstream classes. Additionally, findings revealed that students find strategies to cope with their placement in additive language support classes. To feel a sense of belonging students denied the presence of their further languages when interacting with friends or rationalised attending a GLSC as beneficial for them. However, these strategies reflect those inequities.
Stichwort
Pull-out classeslanguage
supportbelongingsocial
inclusionstudents’ voices
Objekt-Typ
Sprache
Englisch [eng]
Persistent identifier
phaidra.univie.ac.at/o:2074057
Erschienen in
Titel
International Journal of Inclusive Education
ISSN
1360-3116
Erscheinungsdatum
2024
Seitenanfang
1
Seitenende
14
Publication
Informa UK Limited
Fördergeber
Erscheinungsdatum
2024
Zugänglichkeit
Rechte
Rechteangabe
© 2024 The Author(s)
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