“I Dream to be a Teacher in a Completely Normal School”.
Language and Othering of Minoritised University Students from a Biographical Perspective.
The drafted discourses are of special interest for educational institutions in general, as well as for teacher education. Thus, the planned paper will focus on the experiences of young minoritised adults who are enrolled in German Studies programmes in Austria. It is based on biographical narrative interviews conducted in a research project on language biographies. Theoretically, it links biographical (Schütze 1983; Dausien 2000) with sociolinguistic (Blackledge/Creese 2014; Piller 2016) and educational (Flores/Rosa 2015; Mecheril 2015) theories.
The following questions will be addressed:
- How do linguistically minoritised subjects on their way to be language teachers reconstruct the meaning of language(s) in their biographies?
- What power relations do they experience in institutions of education, especially in the German Studies programme?
- Which desires are connected with their decision to become German teachers, how are these desires endangered by ‘native speaker’ ideologies and how do the students position themselves vis-à-vis the researcher in the interview setting?