Session Information
09 SES 02 C, Linguistic Super-Diversity in Urban Areas: The Challenges of Linguistic Super-Diversity for Educational Achievement (Part 2)
Symposium, continues from 09 Ses 01 C
Contribution
Linguistic diversity as a result of migration has become an undisputable fact in many urban centers in Europe as well as worldwide. Europe in particular received a boost of migration after the fall of the iron curtain and the emergence of a new freedom of movement. We do not wish to claim that migration to Europe is a new phenomenon, but the number of new arrivals and the heterogeneity in terms of their backgrounds has reached a new dimension in the last two decades.
A useful metaphor for referring to this unparalleled level of diversity is Stephen Vertovec’s notion of ‘super-diversity’. According to Vertovec, “Super-Diversity [is] a notion intended to underline a level and kind of complexity surpassing anything the country has previously experienced. Such a condition is distinguished by a dynamic of interplay of variables among an increased number of new, small and scattered, multiple-origin, transnationally connected, socio-economically differentiated and legally stratified immigrants […]” (Vertovec, 2006).
The ensuing linguistic diversity is stunning, to say the least. In a German city like Hamburg, with approximately 1.8 million inhabitants, nearly 200 languages are spoken. The sizes of the speaker populations differ dramatically, ranging from several thousand to just a few. Migration-induced multilingualism results in challenges, but also opportunities for individual development, for the education system, for city planning strategies, for the construction of new legal frameworks and for the economy and the labor market.
In the planned symposium, educational research that reflects the consequences of linguistic diversity for the development and education of children and youth in urban areas will be presented and discussed. Particular interest will be given, on the one side, to the manifold linguistic practices of young multilingual speakers in urban areas and, on the other, on the consequences of such practices for education and educational research. The role of language assessment in multilingual constellations will also be discussed, and exemplified on the basis of recent research findings.
This is the second part of the symposium.
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