Superdiverse and multilingual, but still languageless. How unconscious and unintended raciolinguistic attitudes in school-based parent cafés can co-promote exclusion

Med ede , Alexei; G o lüschen, Anke Supe di e se and mul ilingual, bu s ill languageless. How unconscious and unin ended aciolinguis ic a i udes in school-based pa en ca és can co-p omo e exclusion Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3, S. 339-353 Quellenangabe/ Re e ence: Med ede , Alexei; G o lüschen, Anke: Supe di e se and mul ilingual, bu s ill languageless. How unconscious and unin ended aciolinguis ic a i udes in school-based pa en ca és can co-p omo e exclusion - In: Eu opean jou nal o Resea ch on he Educa ion and Lea ning o Adul s 16 (2025) 3, S. 339-353 - URN: u n:nbn:de:0111-pedocs-344446 - DOI: 10.25656/01:34444; 10.3384/ ela.2000-7426.5895 h ps://nbn- esol ing.o g/u n:nbn:de:0111-pedocs-344446 h ps://doi.o g/10.25656/01:34444 in Koope a ion mi / in coope a ion wi h: h p://www.ep.liu.se Nu zungsbedingungen Te ms o use Dieses Dokumen s eh un e olgende C ea i e Commons-Lizenz: h p://c ea i ecommons.o g/licenses/by/4.0/deed.de - Sie dü en das We k bzw. den Inhal e iel äl igen, e b ei en und ö en lich zugänglich machen sowie Abwandlungen und Bea bei ungen des We kes bzw. Inhal es an e igen, solange Sie den Namen des Au o s/Rech einhabe s in de on ihm es geleg en Weise nennen. 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Kon ak / Con ac : peDOCS DIPF | Leibniz-Ins i u ü Bildungs o schung und Bildungsin o ma ion In o ma ionszen um (IZ) Bildung E-Mail: [email p o ec ed] In e ne : www.pedocs.de Eu opean Jou nal o Resea ch on he Educa ion and Lea ning o Adul s, Vol. 16, No. 3, 2025, pp. 339-353 ISSN 2000-7426 © 2025 The au ho s h ps://c ea i ecommons.o g/licenses/by/4.0/ h p://doi.o g/10.3384/ ela.2000-7426.5895 www. ela.ep.liu.se Supe di e se and mul ilingual, bu s ill languageless: How unconscious and unin ended aciolinguis ic a i udes in school- based pa en ca és can co-p omo e exclusion Alexei Med ede Uni e si y o Hambu g / KWB e. V., Ge many ([email p o ec ed]) Anke G o lüschen Uni e si y o Hambu g, Ge many ([email p o ec ed]) Abs ac I is widely emphasized ha he e a e exis ing gaps be ween pa en s who unde s and hemsel es as esiden s and pa en s who a e posi ioned as immig an s o e en ‘pe pe ual o eigne s’. This quali a i e s udy illus a es how unconscious and unin ended aciolinguis ic a i udes posi ion some g oups o pa en s and keep hem excluded despi e he p og amma ic idea o school-based pa en ca és, legi imized by go e nmen al s a egies o be e inclusion. The heo ies o aciolinguicism and monolingual habi us a e u he explo ed o unde s and in e wined mechanisms o c ea ing g oups. The analysis was planned and ca ied ou using he G ounded Theo y based on in e iews. As he main indings, i is a gued ha Ge man is unde s ood as he language ha lea es pa en s wi h ano he i s language languageless wi h no o jus limi ed communica ion skills. In ce ain school- ela ed con ex s, he monolingual habi us o Ge man can be eplaced by ano he dominan language. The s udy also showcases he phenomenon o (sel )o he ing ha can occu unin endedly in pa en ca és. Keywo ds: school pa en ca és, aciolinguicism, monolingual habi us, mig an pa en s, pe pe ual o eigne s [340] Med ede & G o lüschen In oduc ion Mig an s become mo e di e se, e en supe di e se, i.e., he easons o mig a ion, legal and social s a us o immig an s, hei languages, belie s, and eligions a y subs an ially. A he same ime, socie ies wi h immig an in lux also (ha e) become supe -di e se ega ding hese ac o s (Ve o ec, 2024). Na ional go e nmen s o he ecei ing socie ies apply s a egies and ins umen s o manage his de elopmen . This is especially ele an o educa ion, bo h o adul s and o child en. One o hese ins umen s is called he school-based pa en ca é. The in en ion and p og am o pa en ca és aim a in eg a ing di e se popula ions (Med ede , 2020). Pa en ca és a e a well- es ablished pa o adul educa ion, educa ional au ho i ies usually und hem, and hey o e in o mal opening hou s (Med ede , in p ess). In ou case, a public adul educa ion aining ins i u ion egula ly o e s cou ses o pa en s o become ‘men o s’. These men o s a e he pa en s who s a pa en ca és in hei child en's schools and un hem. In he opening hou s, ained men o s ypically o e counselling on he educa ional sys em and lea ning oppo uni ies o child en in he neighbou hood. The isi o s a e less expe ienced pa en s, new o he school o neighbou hood, o hose sea ching o become men o s hemsel es. Men o s in he ca és also o e lea ning oppo uni ies o adul s, e.g., on cooking in e na ional cuisines. Some use es i e days o in e cul u al ac i i ies, and o he s o e ips o places o in e es in he ci ies (Med ede , in p ess). Many coun ies ha e simila amily lea ning1 p og ams and conside hem pa o he Adul Basic Educa ion sys em (Desja dins, 2017). Howe e , a well-o ganized p og am and good in en ions ega ding he acknowledgemen o a supe di e se socie y do no always end up in no malizing his u ban supe di e si y. Schola s poin o long-las ing gaps be ween g oups who unde s and hemsel es as esiden s and g oups who a e posi ioned as immig an s. This p ocess builds on collec i e acial knowledge (Te kessidis, 1998). Se e al ac o s play a ole in his p ocess. Denying a legal s a us wi h o mal igh s ( o wo k and o e) keeps immig an s a he ma gins o socie ies as well as ou o (adul ) educa ion (Heinemann, 2014). On he o he hand, educa ion ep oduces powe ela ions, e.g., by ep oducing acism (Doğmuș e al., 2022) and a monolingual habi us (Gogolin, 1994). This o en happens wi hou ull in en ion (El-Ma aalani, 2021). Racialisa ion and linguicism (Heinemann & Di im, 2016) in e sec subs an ially in he educa ional sec o because, since he es ablishmen o na ion-s a es, one dominan language has been conside ed cons i u ional o a s a e (Gogolin, 1994). The es ablishmen o his language akes place ia he educa ional sys em (Gogolin, 1994) and is ep oduced in in eg a ion cou ses o adul s (Heinemann & Sa abi, 2020). O e all, linguis ic p ac ices as well as acializa ion play a undamen al ole in keeping immig an s in a s a us o pe pe ual o eigne s (Wu, 2023), e en hough go e nmen ac i i ies (like he es ablishmen o school-based pa en ca és) y o in es in be e in eg a ion. The e o e, his a icle ocuses on how aciolinguis ic a i udes can be exp essed, also wi h no in en ion. The basis o he analysis is in e iews wi h pa en s, eache s, and social pedagogues who un school-based pa en ca es, conduc ed in 2023 in Hambu g. The pape s a s wi h a heo e ical lens ega ding linguis ic di e si y wi hin he la ge amewo k o Bou dieu’s heo y o habi us. Building on his, a sho li e a u e e iew e eals ha pa en ca és ep oduce powe ela ions in many ways. The esea ch ques ion na ows he ocus o school-based pa en ca és. Fo he main s udy, a quali a i e empi ical app oach wi h an open-ended me hodological app oach was chosen, based on G ounded Theo y (Glase and S auss 2010), including coding p ocedu es (S auss and Co bin 1996). 18 quali a i e in e iews o m he basis o an Supe di e se and mul ilingual, bu s ill languageless [341] induc i e g ounded heo y-based analysis. Some GTM-gene a ed codes ha did no ma ch he ini ial esea ch ques ion, bu seemed ele an , ha e no ye been published. The au ho s discussed hese codes and sea ched o heo y. Especially he aciolingius ic heo y helped unde s and he ambigui y, sha pen he esea ch ques ion, and iden i y new seman ic connec ions in he p io collec ed ma e ial. Findings a e p esen ed in h ee main ca ego ies: Ge man as a me apho o human language, Al e na i e linguae ancae, and Racolinguis ic dep o iling. The discussion sugges s ha mig an s a e kep pe pe ual o eign because monolingualism domina es he discou se. Theo e ical app oaches: F om monolingual habi us o linguicism and aciolinguicism Pionee ing heo ies on language and educa ion, especially Gogolin (1994) ha e buil on Pie e Bou dieu’s app oach o explaining how Language con ibu es o he ep oduc ion o powe (Bou dieu, 1991). Bou dieu shows how languages, as well as ypes o speech, dis inguish be ween social classes, and how he o mali y o w i ing s abilizes hese powe ela ions. In he mid-nine ies, in a e y ea ly phase o educa ional esea ch on mig a ion in Ge many, Gogolin (1994) connec ed he concep o habi us o language di e si y and immig a ion. Gogolin’s esea ch wi h school eache s shows ha eache s do no know abou he na ion-building p ocess and unde s and Ge man as he only ele an language wi hin and abo e educa ion. This p ocess o o ge ing he his o ical de elopmen and he p ocess o playing ou powe ela ions wi hou e lec ed in en ions o do so a e co e cha ac e is ics o wha Bou dieu calls habi us (Wi po h, 2004). Gogolin hus summa izes he indings in he e m o a monolingual habi us o eache s and in schools. Today, as he e m habi us has become common in educa ional esea ch, he concep o a monolingual habi us is easy o unde s and and apply. Bu e- eading Gogolin’s monog aph calls o mind ha mig a ion was seen as a mino i y issue in he educa ional discussion, ma ginalized as some hing only necessa y du ing a empo a y mig a ion c isis (Gogolin 1994), which would no need any a en ion a e he so-called c isis in he 1990s anymo e. I is an un inished p ocess owa ds unde s anding Ge many as an immig a ion coun y, o see mig a ion and linguis ic di e si y as an ongoing p ocess, and o build subs an ial capaci ies o educa ional and in e disciplina y mig a ion esea ch. Ne e heless, some seemingly long-discussed issues a e being ( e-)disco e ed by g oups pleading o a conse a i e o e en igh -wing socie al u n. Linguis ic concep s, o en also buil on Bou dieu’s heo y, inspi e his esea ch in many ways (Pille , 2016). A mo e ecen discou se now in e e es wi h he discussion o linguis ic di e si y. The ea ly discou se on acial knowledge (Te kessidis, 1998), pe sonal and s uc u al iolence, and acism (Hall, 2008) was modi ied and b oadened, e.g., as unin en ional acism (El-Ma aalani, 2021). Pos -colonial heo ies in e wine wi h linguis ic and educa ional heo ies in many ways (Akbaba & Heinemann, 2023; Dusi & Addi-Raccah, 2025). These heo ies inse ed he e m o he ing (Said, 1978) in o he educa ional discou se. Fo his a icle, o he ing is unde s ood as a p ocess o cons uc ing an au och honous g oup as no mal and ha o disc imina ing popula ions ha do no ma ch he c i e ia o no mali y as o he s. The concep is also applied o popula ions wi hin coun ies (Jansson, 2017) as well as o be ween-coun y o he ing p ocesses on a global scale (G o lüschen & Buddebe g, 2020). Mo eo e , he o he ing p ocess also occu s as sel -o he ing (Med ede , in p ess). [342] Med ede & G o lüschen Wi hin his discussion, ea ly no ions o linguicism (Heinemann & Di im, 2016) as language-based acism we e econside ed (Akbaba, 2024). Linguicism disc imina es agains languages by unde s anding some as mo e p es igious and o he s as less so. The au ho s o his pape also unde s and he non-accep ance o g amma ically o phone ically impe ec use o language in e e yday communica ion as disc imina ion. Fu he mo e, esea ch shows ha eache s do no accep (play ul) mul ilingual mix u es o dialec and in o mal egis e s wi hin a school ha hey unde s and monolingually. Thus, language ecei es ull alida ion when i is used wi hou accen and dialec , and any mis akes in g amma and spelling (Akbaba, 2024). This ela es o in e na ional discou ses on aciolinguicism, ha esona e wi h educa ional esea ch and poin o he acism ha lies wi hin linguicism: Flo es and Rosa (2015, 2023) as well as Rosa and Flo es (2017, 2020) build on esea ch ega ding educa ion, employmen , legal ep esen a ion, asylum, ci izenship, and mig a ion and conclude based on hei e iew: ‘Linguis ic classi ica ions and p ocedu es can exclude acialized popula ions om access o oppo uni ies and esou ces’ (Rosa & Flo es, 2017, p. 630) The aciolinguis ic pe spec i e (Rosa & Flo es, 2020) is conside ed in his pape as a p ecise ins umen o igu e ou how acisms play ou and how his ep oduces a s a us as languageless o eigne s, e en when go e nmen p og ams come wi h he bes in en ions. Rosa and Flo es’ app oach poin s o ambigui ies in s uc u es and p ac ices: ‘While on one le el his aming o he issue celeb a es mul icul u alism and mul ilingualism, on ano he le el i is p emised on modi ying he beha io s o acialized popula ions in ways ha obscu e how whi e sup emacy s uc u es hese popula ions’ expe iences and socie al posi ionali ies’ (Flo es & Rosa, 2015, p. 149 ). As ou esea ch builds on in as uc u e ha acco ding o i s p og amming has been es ablished o os e a be e ep esen a ion o all pa en s in schools h ough pa en ca és, his app oach allows a deepe unde s anding and ques ioning ‘how s uc u es o p i ilege and powe a e ep oduced o dis up ed h ough such p og amming’ (Rosa & Flo es, 2017, p. 640). One o he mechanisms ha keeps people in a mino i y posi ion is unde s ood as asc ibing a o m o languagelessness (Rosa, 2019) ha disc imina es agains e e y o he language han he monolingually dominan one as i ele an and as non-language. Fo his a icle, we use he app oach o a monolingual habi us as he b oades and mos in luen ial concep . We also use he ca ego ies o (sel )o he ing and aciolinguicism as a ame o a deepe analysis o he language- ela ed ca ego ies de i ed om he main s udy (Med ede , in p ess) ha deal wi h he ques ion how does he p ac ice o he school pa en ca és add ess he an icipa ed supe di e si y o he a ge g oups and he pe cei ed di e si y o he pa icipan s, and wha decisions does his en ail. The addi ional in-dep h s udy can be p esen ed in and h ough he ollowing h ee main ca ego ies: Ge man as a me apho o human language, Languages o ‘majo mino i ies’ as al e na i e linguae ancae, and Raciolinguis ic dep o iling. Li e a u e e iew: Pa en ca és be ween empowe men and ma ginaliza ion Pa en ing is seen as pa o li elong and li ewide lea ning (Aa sand, 2014). Many adul educa ion cen e s o e pa en o amily educa ion (Mallows, 2008). In adul educa ion, ‘ca és’ a e a me apho o lea ning oppo uni ies ha do no equi e o mal en olmen ( ega ding he cha ac e is ics o a ca é: Med ede , 2013). Adul lea ning and educa ion Supe di e se and mul ilingual, bu s ill languageless [343] hus can ake place in lea ning ca és, pa en ca és o school-based pa en ca és. The hemes a y:  Lea ning ca és may o e language lea ning oppo uni ies o es - ake s o o e a a ie y o hemes wi hin adul basic educa ion (G o lüschen, 2025)  Pa en ca és can ocus mo e on pa en ing, e.g., ega ding he changing oles o pa en s (Fai clo h, 2023) o he shi o esponsibili y be ween s a e and he indi idual (Oelke s, 2012) bu also add ess school- ela ed hemes (Hacks ein e al., 2023)  School-based pa en ca és aim a school-pa en co-ope a ion and o e ec ea ional and social ac i i ies (Med ede , 2020) Lea ning ca é se ings ha can also add ess pa en s a e no mally loca ed in and un by non-school ins i u ions. In his way, school-based pa en ca és a e a e y speci ic example o an adul -lea ning o ma placed in a school con ex . Some empi ical s udies ha build on school-based pa en ca és a e p esen ed in his li e a u e e iew. Pa en ca és p o ide oppo uni ies o alk and ask o ad ice, bu also o e cooking, spo s, o sewing e en s (Hacks ein e al., 2023). The ca és se e as cen es o in o ma ion, e.g., on ins i u ions o child en and you h in he a ea. The pa en s who o ganize he ca es ha e a mul iplie and communica o unc ion in hei communi ies and back in o he schools (Hacks ein e al., 2023; see also Med ede , 2020). Howe e , ca es epo ha ew pa en s egula ly pa icipa e (Hacks ein e al., 2023). I can be assumed ha hey o m an in-g oup o mul iplie s who y o keep he ca é open o he neighbou hood. Pa en s and pa en ca és a e also seen as a acili a ing s uc u e o inclusi e educa ion (Schuppene e al., 2023). As pa o a compila ion on powe ela ions ega ding he coope a ion o pa en s and schools, Dean (2021) claims ha schools label some pa en s as di icul o each, bu ha hese pa en s eel empowe ed and ein o ced in school-based pa en ca és. On he o he hand, Dean shows how o mal pa en boa ds a e domina ed by p i ileged pa en s so ha bo h pa en g oups ind hemsel es in a compe i i e ela ionship wi h each o he . The nego ia ions be ween hese g oups e eal unequal powe ela ions wi h dep i ileged pa en g oups expe iencing acism and classism (Dean 2021, simila indings: Med ede , 2020). This is no a singula expe ience, as acism in Ge man schools has been discussed o qui e a while (Doğmuș e al., 2022). O e all, his li e a u e sugges s ha school-based pa en ca és a e o ganized o empowe and in eg a e (linguis ically) di e se amilies. The quali a i e s udies we ind also show con incingly, ha acism, classism, and o e all powe ela ions ha e al eady been indica ed wi hin school and pa en co-ope a ion. Theo ies o powe ep oduc ion, monolingual habi us, linguicism, and aciolinguis ics a gue ha exis ing powe ela ions a e (sub ly) s abilized e en hough go e nmen p og ams a e ins alled o o e come hem. This leads o he esea ch ques ion o how possible unconscious and unin ended aciolinguis ic a i udes in school-based pa en ca és co-p omo e exclusion. Me hods and da a Alexei Med ede has been wo king as a p ac i ione o o e 10 yea s and, he e o e, is well-es ablished wi hin his in as uc u e. A he same ime, Au ho 1 belongs o a uni e si y esea ch g oup led by Anke G o lüschen. This double posi ioning equi es a high e lec ion o he esea che 's ole ega ding possible biases and p io knowledge [344] Med ede & G o lüschen cons ain s de i ed om being a p ac i ione in he ield o a long ime. Be o e he da a collec ion s a ed, e hical clea ance was ob ained om he school au ho i y. The acul y’s doc o al commi ee app o ed he esea ch design. Besides, he coding p ocess and he analysis s eps we e discussed and alida ed by a esea ch colloquium o a pos g adua e school o he same acul y. Da a we e collec ed ia a la ge in as uc u e o school-based pa en ca és (he ea e : SPC) in Hambu g. A ha poin , 50 schools ook pa in he Schulmen o en p ojec , 40 o which we e ac i e in pa en educa ion. 64% o hese schools (n=32) ha e o ha e had a pa en ca é, 10% o o he schools (n=5) s a e ha hey a e planning one. This means ha 74% o all schools (n=37) ha e deal wi h he opic o pa en ca és. All he schools pa icipa ing in he Schulmen o en p ojec we e eached ou o, 18 o hem ga e a posi i e esponse. So, he ull sample consis s o 18 in e iews wi h 47 pa icipan s (45 emale, 2 male). The eams esponsible o he pa en ca és - school s a membe s ( eache s o social pedagogues) and olun ee pa en men o s - we e in e iewed using p oblem-cen ed in e iews (PCI). 17 in e iews ook place in pe son be ween Sep embe and No embe 2023 in Hambu g in schools and in one case in an ou -o -school enue. The language o he in e iews was Ge man. The linguis ic and unc ional composi ion o he in e iewees was as ollows: 21 in e iewees spoke Ge man as hei i s language, 26 as a second language. 25 pa en s in hei unc ion as pa en men o s and 22 school s a membe s ( eache s and social pedagogues) we e in e iewed. Fo he momen o he s udy, all he in e iewees we e in ol ed in he managemen o hei school’s pa en ca é. All in e iews ha e been eco ded, au o- ansc ibed, manually e ised, anonymized, and app o ed by all he pa icipan s. The analysis was planned and ca ied ou using he G ounded Theo y (S auss & Co bin, 1996). The quali a i e in e iew p o ocol was de eloped in an open mode o allow o induc i e analyses. The main pa o he s udy was submi ed o publica ion (Med ede , in p ess). Wi hin he ull coding and publica ion p ocess, i became ob ious ha he e a e many mo e ele an aspec s o acism, s e eo ypes, and linguis ic exclusion le ou o he co e age o he main s udy. These aspec s we e ully coded, bu because hey did no belong o he ini ial esea ch ques ion, hey we e pu aside o a new in-dep h analysis ha is p esen ed in his a icle. This analysis builds on he heo ies o acism and linguicism (see abo e). The ini ial codes ‘O he ing’, ‘Sel -o he ing’, ‘P og amma ic’, ‘Challenging pa icipan s’, ‘Linguis ic p ac ices’, ‘Supposed knowledge abou non- pa icipan s’, and ‘Pe cei ed he e ogenei y’ we e elabo a ed anew. New seman ic connec ions we e iden i ied. Findings: How he s a us o being o e e o eign is p oduced The mos impo an indings o his s udy can be summa ised in h ee hema ic blocks: Ge man as a me apho o human language, Languages o ‘majo mino i ies’ as al e na i e linguae ancae, and Raciolinguis ic dep o iling. Ge man as a me apho o human language Se e al ecu ing pa e ns in he in e iews e eal p esumably unconscious and unin ended monolingual habi ual a i udes. The concep o ‘a language’ is consis en ly equa ed wi h he idea o speaking ‘ he Ge man language’. By saying someone is no speaking ‘ he language’ he in e iewees p obably do no mean he pa en s would no Supe di e se and mul ilingual, bu s ill languageless [345] ha e any command o any language. Howe e , by pe pe ua ing i , he Ge man language is epea edly conside ed he only ele an language (which mi o s a monolingual habi us). The in e iewees (in e iews#1, 8, 9, 14) seem o o ge abou he mul ilingualism o he pa en s, some imes hei command o di e en sc ip sys ems like A abic and Cy illic, hei e o s o manage hei child en’s language skills. Ge man becomes a me apho o ‘ he language’. I pa en s do no speak (enough) Ge man, any o he language compe ence is made in isible. This happens because in he in e iews on a symbolic and me apho ical le el, Ge man, as one o he languages spoken oday is made in o he human language pe se: In he s a emen s, he assessmen o he pa en s' (supposed) Ge man compe ence(s) becomes a judgmen on he (in)abili y o pa ial abili y o human speech pa excellence. This can be obse ed in many in e iew passages (see below). A pos -colonial in e p e a ion o his inding e e s o wha Rosa and Flo es (2017) call ‘longs anding acialized ideologies o languagelessness’ (p. 624). Th ee le els o his subjec i e-symbolic languagelessness can be dis inguished. The mos adical le el implies ha pa en s who do no speak o unde s and Ge man, alias ‘ he language’, would be a he languageless han mul ilingual, because o he languages han Ge man a e made in isible, as his quo e o a pa en olun ee exp esses: ‘I doesn' ma e ha he language is no he e. Ne e heless, hey [pa en s who don’ speak Ge man] can do some hing o he school and o he pupils. And I hink ha 's some hing e y impo an ’ (in e iew#9, i ems2 13, 17, 26, 61-64, see also in e iew#1, i em 16 in e iew#8, i em 37; in e iew#14, i em, 35). Al hough he second le el o languagelessness acknowledges ha he pa en s speak some Ge man, i.e. ‘ he language’, i emphasizes language de ici s ha ake he o m o ‘some’, ‘many’, ‘se e al’, ‘ ela i ely high’ ‘linguis ic ba ie s’ (in e iew#1, i em 16; in e iew#6, i em 59; in e iew#12, i em 23), ‘comp ehension ba ie s’ (in e iew#14, i em 54) ‘pe haps language di icul ies’ (in e iew#17, i em 13), ‘language p oblems’ (in e iew#17, i em 32) and would he e o e possibly impai communica ion in he SPC: I we know ha someone is coming who is no so p o icien in he language, ha we can ha e someone come in o ansla e and all so s o hings, because ha 's jus ...many people don' know ha he pa en s come o school and a e in eg a ed. (in e iew#15, i em 21) I pa en s ‘wi h language ba ie s’ da e o speak Ge man, i.e. ‘ he language’, a school, he e was a isk ha hei language skills would be ‘judged’ (in e iew#12, i em 43) by o he pa en s o ha hey e en migh be ‘laughed a ’ (in e iew#6, i em 59). The hi d le el o linguis ic de- ecogni ion quali ies s ongly de eloped Ge man compe ence(s) o pa en s wi h a i s language o he han Ge man a he as an excep ional si ua ion, which only conceals he de icien iew: ‘We o e ed Ge man cou ses. I emembe , o example, ha in hose eigh yea s, he mo he s, who ha e a mig an backg ound bu s ill speak Ge man e y well, augh Ge man o each o he . Wha a g ea hing!’ (in e iew#5, i em 50). As a signi ican con as , a quo e om ano he in e iew can be ci ed he e, which also a es s ha language de ici s o pa en s wi h Ge man as hei i s language a e he excep ion a he han he ule: ‘[...] I e en ha e Ge man pa en s ha I ca e o who a e illi e a e, who can' ead he ma ks a all bu would ne e say so. And hen o cou se hey a e a aid’ (in e iew#1, i em 44). E en i he p og amma ic o he indi idual SPCs sounds posi i e a i s glance, o example by announcing a no ion o c ea e ‘a b oad linguis ic base’ (in e iew #1, i em 35) o ‘ o de elop some hing in he ield o language’ (in e iew #14, i em 50), such a [346] Med ede & G o lüschen posi i e agenda can also con ain exclusiona y aces ha shape a biased iew o he a ge g oups and la e he pa icipan s: ‘We don' jus p o ide linguis ic suppo , e en i you can also speak he language bu need suppo om a mum o dad, hen we a e also esponsible o ha ’ (in e iew #8, i em 20, see also in e iew#1, i em 16; in e iew#17, i em 13). The hesis o he monolingual habi us o he Ge man school is con i med se e al imes in he in e iews, in ha a dicho omous s uc u e o Ge man s. o he languages is epea edly e iden , which is well exp essed in his quo e, o example: Well, we speak Ge man in he g oup. Bu we ha e a ew op ions, and i has also happened ha pa en s who ha e ound each o he ha e hen spoken some hing in hei language. I was also he case ha (...) ha didn' bo he hem. I was kind o like, well, i one o hem didn' unde s and some hing, he o he mum would ell hem. So, i was qui e pleasan so a . (in e iew#12, i em 40, see also in e iew#1, i em 35; in e iew#6, i em 60; in e iew#8, i em 11; in e iew#18, i em 26) This pa e n is ypical and epea ed o en. I shows ha he in e iewees s ick o Ge man. They see mul ilingual p ac ices as an auxilia y cons uc o he pa en s and accep i . Howe e , he in e iewees aim o communica e monolingually. Ano he in e iew p o ides conc e e compensa o y app oaches ha , on he one hand, con ibu e di ec ly o language suppo o pa en s, bu a he same ime emphasize he language de ici s o Ge man lea ne s who s ill speak ‘b oken Ge man’ and ancho he s a us o Ge man in i s educa ional language a ian e en mo e i mly as a no ma i e (language) educa ion goal: ‘Yes, in he Ge man language, he e is plen y o p o e bs and all hese images and me apho s. And i you can jus d op some hing like ha , as someone who is a Ge man lea ne , i 's pe cei ed e y di e en ly’ (in e iew#6, i em 22). The p ese a ion o he monolingual habi us is no only jus i ied by he in en ion o p omo e language, as shown abo e wi h he example o p o e bs bu is also p oblema ized as a esou ce issue: ‘[...] mul ilingual design. I is simply eno mously ime-consuming, especially when we ha e o make e e y single in i a ion’ (in e iew#6, i em 61). Ne e heless, i would be p esump uous o claim ha he monolingual habi us conce ning Ge man emains cons an o solely dominan in he SPC. Languages o ‘majo mino i ies’ as al e na i e linguae ancae The image o he dicho omous posi ioning o Ge man as he hegemonic language in he school sys em s. o he languages desc ibed abo e equi es wo addi ions in he con ex o he s udy conduc ed. Fi s ly, his posi ioning does no e eal nei he language hie a chies no language compe i ion ela ing o he languages as a whole in he in e iews3. Fo example, English o o he languages o he global No h don’ domina e and a e no alued di e en ly om he languages o o igin o he la ges pa en communi ies. The in e iews end o show ha because o gen i ica ion and he inc easing supe di e si y in he neighbou hoods, new indi idual pa en s o pa en g oups wi h addi ional languages a e being added ha we e no p e iously ep esen ed in he SPC, e en hough hese languages may belong o he global playe s: I don' know why o he immig an s ha e joined. (...) Appa en ly, se e al o he coun ies ha e been added, such as Po ugal. Spanish, which we didn' ha e, is now a ailable and he pa en s also come o he pa en s' ca é. (...) Today we had ou Spanish-speaking Supe di e se and mul ilingual, bu s ill languageless [353] Heinemann, A. M. B. (2014). Teilnahme an Wei e bildung in de Mig a ionsgesellscha [Pa icipa ion in Con inuing Educa ion in he Mig a ion Socie y]. (Vol. 33). ansc ip Ve lag. h ps://doi.o g/10.14361/ ansc ip .9783839427187 Heinemann, A. M. 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