490184 PS School and Classroom Teaching Research (2020S)

Due to globalization, language teaching is in a constant phase of change, in which language teaching is constantly faced with new tasks. This also changes the relationship between mother tongue and foreign language teaching, because the state language is often the second language for children. In order to study language teaching and language learning, we choose the Euroregion Centrope, as it allows us to derive a model that exemplifies globalization in a small section. Language teaching is no longer easy to separate into mother tongue and foreign language teaching, but it is a polylinguality that must be best developed in the different languages ​​for the individual. Centrope has areas with a concentration of languages ​​and, in turn, other areas where only one language is dominant, be it Czech, German, Slovak or Hungarian. In addition, there are areas that historically are multilingual and have once been, and this voice memory can lead to a revival. On the other hand, languages ​​that are dominant in one part of Centropes are completely unknown in other parts. German occurs in Centrope as a second language, native language and as a foreign language, and this also indicates a numerical curve, since the second language is the least, the native speakers make up less than half (3/7), while most learn German as a foreign language , However, in our research practice we also want to investigate what language teaching of migrant languages ​​looks like, whether Serbian, Turkish, Albanian in Vienna or Vietnamese in the Czech Republic or Chinese in Hungary.
For this, it is essential that the researcher has an interest in the chosen language for which he or she is studying.
By attending local schools, students will become acquainted with the methods of language learning and will be able to evaluate their own effectiveness. The task for the students is also the teaching materials used, are there traditional textbooks or do the teachers compile their teaching materials themselves, are textbooks from the countries where the languages ​​are at home or are Austrian teaching materials used. Is there an exchange of teaching material of teachers, be it in Vienna or beyond the borders in Centrope to the countries where the languages ​​are state languages. To give just one example, for teaching English, teaching materials from Anglophone countries are also used. In the case of minority languages, which are not foreign state languages, the question arises as to how their didactics and the teaching materials are structured.
A research task for the students will also be the composition of the participating students, whether they are mainly native speakers, ie members of minorities and migrants, or whether non-native speakers participate in the lessons, because this will show whether the integration in Centrope not Only one way is to integrate the minorities and migrants into the national language and thus to create four areas in which one language in each case dominates, but to open up the diversity Centropes to a new potential
An important question is also whether the teacher is a native speaker or not and what influence this has on the learning success of the students.
It is therefore about which language competence the students have in the individual grade levels and how they get to this competence. Noam Chomsky's access to the language can be of use to us because he does not describe and investigate the language as such, but to what extent the individual speaker has impeccable language competence.
This raises the question as to what extent the acquired language competence is maintained over the entire course of the school, because in some schools, language acquisition is discontinued after reaching a certain level.