Einstellung zu Sprache und lebensweltlicher Mehrsprachigkeit : eine empirische Erhebung zum Selbstverständnis von Kindern mit einer anderen als der deutschen Muttersprache an niederöster- reichischen Hauptschulen / eingereicht von Claudia Koliander-Bayer

• VerfasserIn: Koliander-Bayer, Claudia
• Place / Publishing House: 1996
• Year of Publication: 1996
• Language: German
• Physical Description: XIV, 383, 21 Bl.; graph. Darst.
• ac_no: AC01777509
• Hierarchical level: Monograph
• Statement of Responsibility: eingereicht von Claudia Koliander-Bayer

eng: The center of this dissertation is an empirical study of the way children with another than the German mother tongue in Austria see themselves - in their daily lives determined by the sociocultural patterns of the Austrians on the one hand and of the migrants on the other hand. To find something out about these aspects, I chose two empirical instruments: the questionnaire to get quantitative width (488 questionnaires could be evaluated) and the interview to give the study qualitative profoundness (19 youngsters were interviewed, each of them for about two hours). The tested were pupils aged 10 to 16 (immigrants from Turkey or from the former Yugoslavia) and attended the Austrian 'Hauptschule' at the time of being questioned. The empirical study took four topics into consideration: the subjective cultural-national position of the children their social connections the meaning of the mother tongue and of the German language for the children their plans for the future. The study was realized as a criticism of the theory of Schrader, Nikles & Griese, who consider the development of personality, which is determined by different sociocultural systems, problematical on principle - in particular, if the migration happens in the phase, when the individual internalizes the sociocultural patterns of society and forms the individual sociocultural personality. The results of this study show that various theses by Schrader, Nikles & Griese seem to be correct in tendency; the whole theory, however, cannot be accepted for the tested of this study. A review of the different stages of pedagogics for migrants, a summary of the arrangements to support pupils with another than the German mother tongue to be integrated in Austrian schools and its society, and a theoretical draft of the terms 'socialization' and 'identity' complete the dissertation.