A Curricular Analysis of What Pre-Service Teachers Learn About Linguistic Diversity in the Induction Phase of Teacher Education

This paper addresses the induction phase of teacher education in the state of North Rhine-Westphalia (NRW), Germany. It presents an examination of what pre- service teachers learn about multilingualism and language education and how this topic is implemented and conceptualized on a curricular level. Documents (N = 814) from regional teacher education institutions in NRW (Zentren fur schulpraktische Lehrerausbildung) were analyzed (using quantitative and qualitative content analysis) regarding the use of specific words within this semantic field. Results show that multilingualism can be regarded as a well-established topic in the curricula. Frequent use of terms such as 'multilingualism' (Mehrsprachigkeit; N = 335) indicates a positive approach towards the concept, yet it remains abstract and difficult to contextualize within the field. The analysis demonstrates that multilingualism is frequently used to describe the overall teaching situation in a classroom. However, it is rarely mentioned in the context of methods for language education. Instead, words such as 'technical language' (Fachsprache; N = 194) or 'linguistically responsive teaching' (sprachsensibel; N = 663) are frequently used. Overall, much of the wording seems to be based on the NRW curricular framework. With reference to scientific discourse and research surrounding multilingualism, the results show some similarities to curricular analysis of the teacher education program at universities in NRW.