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DivER
DivERDiversity in Education Research

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Publications

Publications of the DivER team members in English language

2022

Schroedler, T., Lengyel, D., Budde, J., Claus, C., Weuster, N., & Doden, K. (2022): Remote learning and its effects on the well-being of primary school learners in Germany. In: Education 3-13, DOI: 10.1080/03004279.2022.2029525

2021

Plöger, S. & Barakos, E. (2021): Researching linguistic transitions of newly-arrived studens in Germany: insights from Institutional Ethnography and Reflexive Grounded Theory. In: Ethnography and Education, 16(4), pp. 402-419. doi:10.1080/17457823.2021.1922928.

Barakos, E. 2021. Language work and affect in adult language education. Journal of Sociolinguistics. DOI 10.1111/josl.12517

Carnicer, Javier A. & Fürstenau, Sara (2021): Transnational mobility, education and social positioning between Brazil and Germany. In: Cairns, David (Hrsg.): The Palgrave Handbook of Youth Mobility and Educational Migration. Springer Nature Switzerland AG, S. 107-117. DOI: 10.1007/978-3-030-64235-8

Nauck, B. (2021): Cross-cultural Perspectives in Family Research, in: Kreyenfeld, M. & Schneider, N.F. (Eds.), Research Handbook on Sociology of the Family. Cheltenham, UK: Edward Elgar, pp. 42 - 59.

Nauck, B. & Ren, Q. (2021): Coresidence with kin and subjective well-being in the transition to adulthood: A comparison of the United States, Germany, Japan, and China, in: Chinese Journal of Sociology 7, pp. 22 - 47.

Gogolin, Ingrid, Schnoor, Birger & Usanova, Irina (2021): Crossing the bridge to literacy in foreign languages. C-test as a measure of language development. In: Multilingual - Journal of Cross-Cultural and Interlanguage Communication (ahead-of-print), S. 1-20 https://doi.org/10.1515/multi-2021-0018

Gogolin, Ingrid (2021): Multilingualism: A threat to public education or a resource in public education? – European histories and realities. The European Educational Research Journal (EERJ). Thousand Oaks, CA & London: SAGE Jounals.

2020

Fürstenau, S., Celik, Y., Plöger, S. (2020): Language Comparison as an Inclusive Translanguaging Strategy. Analysis of a Multilingual Teaching Situation in a German Primary School Classroom. In: Panagiotopoulou, J. A., Rosen, L. & Strzykala, J. (Eds.): Inclusion, Education and Translanguaging: How to Promote Social Justice in (Teacher) Education?. Heidelberg: Springer VS, pp. 145-162 (Inklusion und Bildung in Migrationsgesellschaften; Vol. 6), https://doi.org/10.1007/978-3-658-28128-1_9

Salem T. F., Braband J., Lengyel D. (2020). Parental Cooperation in Early Childhood Education in Germany. Bridging Language Barriers in
Multilingual Settings.In: Kirsch, Claudine & Duarte, Joana (Eds). Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education. Abingdon: Routledge, pp 168-185.

Ticheloven, A., Schwenke-Lam, T., Fürstenau, S. (2020): Multilingual Teaching Practices in German Primary Classrooms: Language Comparisons. In: Kirsch, Claudine & Duarte, Joana (Eds). Multilingual approaches for teaching and learning. From acknowledging to capitalising on multilingualism in European mainstream education. Abingdon: Routledge, pp 34-51.

Salem, T.F., Lengyel, D., Graßer, B., Montanari, E. (2020): Language Education Professionals in Multilingual ECEC Institutions - Sprachbildungsprofis in mehrsprachigen Kitas. European Journal of Applied Linguistics, 8 (1): pp 127-142. DOI: 10.1515/eujal-2019-0042

Lengyel, D., Schroedler, T., Grommes, P. (2020): Editorial. Special Issue: Linguistic Diversity and its Challenges for Educational Institutions and Teacher Professionalisation. European Journal of Applied Linguistics, 8 (1): pp 1-5. DOI: 10.1515/eujal-2019-0046

Gilham, P. & Fürstenau, S. (2020): The relationship between teachers' language experiece and their inclusion of pupils' home languages in school life. Language and Education, 34 (1): 36-50. DOI: 10.1080/09500782.2019.1668008

Nauck, B. (2020): Is Ethnic Retention a Result of Deprived Educational Aspirations? Academic Career and Ethnic Identity of Migrant Youth in England, Germany, the Netherlands and Sweden, in: Journal of International Migration and Integration 21. Online first: https://doi.org/10.1007/s12134-020-00760-7

Gogolin, Ingrid (2020): Einheit in der Vielheit (unity in diversity) – On the topicality of Humboldt's ethnographic reflections for today's world. In 2019 Biennial Symposium of the Australian and New Zealand Associations of von Humboldt Fellows. Journal and Proceedingsof the Royal Societyof New South Wales, Vol. 152, Part 3, pp. 302-306.

2019

Ticheloven, A., Blom, E., Leseman, P., & McMonagle, S. (2021): Translanguaging challenges in multilingual classrooms: scholar, teacher and student perspectives. International Journal of Multilingualism, 18(3), pp. 491-514.

Carnicer, J. A. & Fürstenau, S. (2019): Transnational Education. A Concept for Institutional and Individual Perspectives. Diskurs Kindheits- und Jugendforschung, 14, 4, pp. 385–389.

Carnicer, J.A. (2019): Transnational migration and educational opportunities: A case study of migration from Brazil to Germany. London Review of Education, 17 (1): 14–25. DOI https://doi.org/10.18546/LRE.17.1.02

Dlugaj, J. & Fürstenau, S. (2019): Does the use of migrant languages in German primary schools transform language orders? Findings from ethnographic classroom investigations, Ethnography and Education, DOI: 10.1080/17457823.2019.1582348

Fürstenau, Sara (2019). Educational aspirations of underprivileged female migrants. An ethnographic case study of a transnational network of care workers between Brazil and Germany. In: Zeitschrift für Erziehungswissenschaft 22 (1), Sonderheft 34, Migration und Bildungserfolg. DOI: 10.1007/s11618-019-00882-4, pp.185-202.

Gogolin, I., McMonagle, S., & Salem, T. (2019). Germany: Systemic, sociocultural and linguistic perspectives on educational inequality. In P.A.J. Stevens and A.G. Dworkin (eds.), The Palgrave Handbbok of Race and Ethnic Inequalities in Education. 2nd Edition. Palgrave Macmillan, pp. 557-602.

McMonagle, S.; Cunliffe, D.; Jongbloed-Faber, L. & Jarvis, P. (2019): ‘What can hashtags tell us about minority languages on Twitter? A comparison of #cymraeg, #frysk and #gaeilge’, Journal of Multilingual and Multicultural Development Vol. 40/1: 32-49.

McMonagle, S. (2019). Aspects of language choice online among German-Upper Sorbian bilingual adolescents. International Journal of Bilingualism and Bilingual Education. https://doi.org/10.1080/13670050.2019.1624686

Rühlmann, L. & McMonagle, S. (2019): Germany's Linguistic 'Others' and the Racism Taboo. Anthropological Journal of European Cultures 28(2): 93-100. DOI: 10.3167/ajec.2019.280209

Schroedler, T. & Grommes, P. (2019): Learning about Language: Preparing Pre-Service Subject Teachers for Multilingual Classroom Realities. Journal of Language Learning in Higher Education 9(1).

Nauck, B. & Genoni, A. (2019): Status Transition in the Educational System and Well-Being of Migrant Adolescents in Cross-National Comparison, in: Gogolin, I. & Maaz, K. (Eds.), Migration und Bildungserfolg. 34. Sonderheft der Zeitschrift für Erziehungswissenschaft, Wiesbaden: Springer, pp. 47 - 69.

Fulda, B., Nauck, B. & Ren, Q. (2019): The Transition to Adulthood in China, Germany and the USA: Prevalence and Timing in Private and Professional Life, in: Chinese Journal of Sociology 5 (2), pp. 193 - 213.

2018

Carnicer, Javier A. (2018): Transnational Family and Educational Trajectories. Transnational Social Review, 8(2): 170-184.

Schroedler, T. (2018): The Value of Foreign Language Learning. A Study on Linguistic Capital and the Economic Value of Language Skills. Wiesbaden: Springer VS. (pp. 234)

Schroedler, T. (2018): Multilingual Realities in the Governance of a “Monolingual” Institution: A Case Study on Linguistic Diversity, Language Practices and Fairness & Efficiency in the University of Hamburg. International Journal of Multilingualism. DOI: 10.1080/14790718.2018.1520237

Nauck, B. & Ren, Q. (2018): Coresidence in the Transition to Adulthood: The Case of the United States, Germany, Taiwan and Mainland China, in: Chinese Sociological Review 50 (4), pp. 443 - 473.

2017

McMonagle, S. (2017): ‘Dublin: Linguistic habitus and hierarchies in the (new) Multilingual City’ in H. Peukert and I. Gogolin (eds), Dynamics of Linguistic Diversity (Hamburg Studies in Linguistic Diversity 6). Amsterdam: John Benjamins: 235-258.

Peukert, H. & Gogolin, I. (eds.) (2017): Dynamics of Linguistic Diversity (Hamburg Studies on Linguistic Diversity 6). Amsterdam: John Benjamins Publishing Company. (ISBN 978-9027214195).

Schroedler, T. (2017): The Role and Value of Foreign Language Skills in International Business for Native English Speaking Countries, in Sherman, T. and J. Nekvapil (eds), English in Business and Commerce: Interactions and Policies. pp. 231-255. Boston and Berlin: de Gruyter.

Guveli, A., Ganzeboom,H. B.,  Platt, L., Nauck, B., Baykara-Krumme, H., Eroğlu, Ş., Bayrakdar, S., Sözeri,  E. K., & Spierings, N. (2017): 2000 Families: Identifying the Research Potential of an Origins-of-migration Study, in: Ethnic and Racial Studies (14) 40, pp. 2558 - 2578.

Nauck, B., Schnoor, B. & Lotter, V. (2017): Parental Investments and Socialization Practices in Native, Turkish, and Vietnamese Families in Germany, in: Zeitschrift für Soziologie der Erziehung und Sozialisation 37 (3), pp. 270 - 289.

Nauck, B., Gröpler, N. & Yi, C. C. (2017): How kinship systems and welfare regimes shape leaving home: A comparative study of the United States, Germany, Taiwan, and China, in: Demographic Research 36 (38), pp. 1109 - 1148.

2016

Fürstenau, S. (2016): “Teaching Practices of Academic Language Support. A Video-based Analysis of Mathematics Lessons in Germany and in Switzerland.” American Journal of Educational Research, vol. 4, no. 1 (2016): 91-103. doi: 10.12691/education-4-1-14.

Fürstenau, S. (2016): Multilingualism and school development in transnational educational spaces. Insights from an intervention study at German elementary schools In: Küppers, Almut/Pusch, Barbara/ Semerci, Pınar Uyan (Hrsg.): Bildung in transnationalen Räumen. Education in transnational spaces. VS Springer Verlag, pp. 71 - 90.

Gogolin, I. & Duarte, J. (2016): Superdiversity, Multilingualism, and Awareness. In: Cenoz, Jasone; Gorter, Durk; May, Stephen (eds.): Language Awareness and Multilingualism. Zürich: Springer International Publishing. Online first: DOI: 10.1007/978-3-319-02325-0_24-1.

Gogolin, I. (2016): European Educational Research Quality Indicators (EERQI): An Experiment. In: Ochsner, Michael; Hug, Sven E.; Daniel, Hans-Dieter (eds.): Research Assessment in the Humanities. Towards Criteria and Procedures. Springer International Publishing: Zürich, pp. 103-111. DOI: 10.1007/978-3-319-29016-4.

Gogolin, Ingrid (2016): Foreword: Super-Diversity: Changing the Face of Education. In: Cole, David R.; Woodrow, Christine (eds.): Super Dimensions in Globalisation and Education, vol. 5. Singapore: Springer (Cultural Studies and Transdiciplinarity in Education, 5), pp. 5–10. Online first: DOI: 10.1007/978-981-10-0312-7.

Guveli, A., Ganzeboom,H. B.,  Platt, L., Nauck, B., Baykara-Krumme, H., Eroğlu, Ş., Bayrakdar, S., Sözeri,  E. K., & Spierings, N. (2016): Intergenerational Consequences of Migration: Socioeconomic, Family and Cultural Patterns of Stability and Change in Turkey and Europe, Basingstoke: Palgrave Macmillan.

2015

Carson, L.; McMonagle, S. & Murphy, D. (2015): Multilingualism in Dublin. LUCIDE City Report. London: The London School of Economics and Political Science.

Carson, L.; McMonagle, S. & Skeivik, A. (2015): Multilingualism in Oslo. LUCIDE City Report. London: The London School of Economics and Political Science.

Gogolin, I.; Duarte, J.; Hansen, A. & McMonagle, S. (2015): Multilingualism in Hamburg. LUCIDE City Report. London: The London School of Economics and Political Science.

Klinger, T. (2015): Do immigrant children profit from heritage language proficiencies? In: H. Peukert (Ed.), Transfer Effects in Multilingual Language Development (pp. 277–295). Amsterdam: Benjamins.

Lengyel, D. & Rosen, L. (Hrsg.) (2015): Minority teachers in different educational contexts - Recent studies from three German-speaking countries. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. 21(2). Münster: Waxmann.

Lengyel, D. & Rosen, L. (2015): Minority teachers in different educational contexts: Introduction. In: Dies.: Minority teachers in different educational contexts - Recent studies from three German-speaking countries. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. 21(2). Münster: Waxmann. S. 153-160.

Lengyel, D. & Rosen, L. (2015): Diversity in the staff room - Ethnic minority student teachers' perspectives on the recruitment of minority teachers. In: Dies.: Minority teachers in different educational contexts - Recent studies from three German-speaking countries. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft. 21(2). Münster: Waxmann. S. 161-184.

2014

Gogolin, I.; Åström, F.; Hansen, A. (eds.) (2014): Assessing quality in European educational research. Indicators and approaches. Wiesbaden: Springer VS.

Gogolin, I.; Salem, T. (2014): Germany. In: Stevens, Peter A. J.; Dworkin, Gary A. (eds.): The Palgrave handbook of race and ethnic inequalities in education. Basingstoke: Palgrave Macmillan, pp. 365-401.

McMonagle, S. (2014): ‘Langue sans frontieres? Finding the Irish language in Canada’ in D. Sabenico Nititham and R. Boyd (eds), Heritage, Diaspora and the Consumption of Culture: Movements in Irish Landscapes (Studies in Migration and Diaspora). Farnham & Burlington: Ashgate: 159-177. 

McMonagle, S. & McDermott, P. (2014): ‘Transitional Politics and Language Rights in a Multi-ethnic Northern Ireland: Towards a True Linguistic Pluralism?’, Ethnopolitics, Vol. 13/3: 245-266.

Ouahyb Sundsboe, A.; Runkle, B.R.K.; McMonagle, S.; Jantke, K.; Lottermoser, F.; Gottschick, M.; Häseler, S.; Rodriguez Lopez, J.M.; Scheele, M. (2014): ‘One Metaphor – Several Meanings: An Interdisciplinary Approach to Sustainable Development’ in W. Leal et. al. (eds), Integrating Sustainability Thinking in Science and Engineering Curricula: Innovative Approaches, Methods and Tools. Springer International Publishing: 197-213.

2013

Duarte, J. & Gogolin, I. (eds) (2013): Linguistic Superdiversity in Urban Areas. Research Approaches (Hamburg studies on linguistic diversity 2). Amsterdam: Benjamins.

Gogolin, I. (2013): Bildungssprache – a Case of Multiliteracies and Multimodalities. In: Böck, Margit; Pachler, Norbert (eds): Multimodality and Social Semiosis. Communication, meaning-making, and learning in the work of Gunther Kress. Routledge: New York, S. 130–140.

Gogolin, I.; Siemund, P.; Schulz, M.; Davydova, J. (2013): Multilingualism, language contact, and urban areas: An introduction. In: Siemund, Peter; Gogolin, Ingrid; Schulz, Monika E.; Davydova, Julia (eds): Multilingualism and Language Contact in Urban Areas. Acquisition – Identities – Space – Education. Amsterdam: Benjamins, pp. 1–15.

Siemund, P.; Gogolin, I.; Schulz, M. E.; Davydova, J. (eds) (2013): Multilingualism and Language Contact in Urban Areas. Acquisition, identities, space, education. Amsterdam: Benjamins.

2012

Duarte, J.; Gogolin, I. (2012): Introduction to the special issue on ‚Linguistic Diversity in Urban Areas and their Schools‘. In: Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft 18(2), pp. 167–173.

Gogolin, I. (2012): Commonalities and differences: some ‘German’ observations on TLRP’s ten principles for effective pedagogy. In: James, Mary; Pollard, Andrew (Hrsg.): Principles for Effective Pedagogy. International responses to evidence from the UK Teaching and Learning Research Programme. Routledge Special Issue Book. First published as: Gogolin, Ingrid (2011): Commonalities and differences: some ‘German’ observations on TLRP’s ten principles for effective pedagogy. In: Research Papers in Education: Policy and Practice 26(3), pp. 337–344.

Gogolin, I. (2012): First-Language and Second-Language Learning. In: Banks, James A. (ed.): The Encyclopedia of Diversity in Education (4 volumes). Thousand Oaks, CA & London: Sage Publications, pp. 916–919.

Gogolin, I. (2012): Language Policies and Bilingual Schooling in Europe. In: Banks, James A. (ed.): The Encyclopedia of Diversity in Education (4 volumes). Thousand Oaks, CA & London: Sage Publications, pp. 1331–1333.

Lengyel, D. (2012): Early Childhood Education in Multilingual Settings. In: Bekerman, Z. & Geisen, T. (Eds.): International Handbook on Migration, Minorities, and Education – Understanding Cultural and Social Differences in Processes of Learning. New York u. a.: Springer-Verlag, pp. 169-187.

McMonagle, S. (2012): ‘The European Charter for Regional or Minority Languages: Still Relevant in the Information Age?’, Journal on Ethnopolitics and Minority Issues in Europe, Vol. 11/2: 1-24.

McMonagle, S. (2012): ‘Gaeltacht Thuaisceart an Oileáin Úir: Post-territorial Irishness and Canadian Multiculturalism’, Irish Studies Review, Vol. 20/4: 407-425.

McMonagle, S. (2012:) ‘Finding the Irish Language in Canada’, New Hibernia Review, Vol. 16/1: 134-149.

2011

Gogolin, I. (2011): Bilingual Education. In: Simpson, James (Hrsg.): The Routledge Handbook of Applied Linguistics. London: Routledge, Taylor and Francis, S. 229–242.

Gogolin, I.; Ellis, E.; Clyne, M. (2011): The Janus Face of monolingualism: a comparison of German and Australian language education policies. In: Current Issues in Language Planning 11(4), S. 439–460.

Gogolin, I. (2011): The Challenge of Super Diversity for Education in Europe. In: Education Inquiry 2(2), pp. 239–249. Online http://www.use.umu.se/english/research/educationinquiry/.

Gogolin, I.; Baumert, J.; Scheunpflug, A. (Hrsg.) (2011): Transforming Education. Umbau des Bildungswesens. Large-scale Reform Projects and their Effects. Bildungspolitische Großreformprojekte und ihre Effekte (ZfE Sonderheft 13). Wiesbaden: VS-Verlag.