Multilingualism as a field of action in intercultural school development (MIKS)

Dissemination of a professionalisation and school development concept in an age of new migration MIKS II

How can primary school staff be supported in embracing children‘s entire linguistic repertoires and incorporating them in their teaching? Studies show that teachers feel uncertain and insufficiently qualified in this area (cf. Bien 2012; Wischmeier 2012; Fürstenau 2017).

The MIKS project supports primary school staff in developing constructive approaches to the incorporation of pupils‘ home languages in the classroom and in integrating these into their schools‘ daily routines.

The MIKS concept for professionalisation and school development was created, trialled and scientifically evaluated in three primary schools in the first phase of the project (MIKS I, 2013-2016). In the second phase (MIKS II, 2016-2019) it has been adapted to the situation in primary schools with large numbers of newly immigrated children and is being disseminated in 18 schools via a training programme for multipliers. The project is run in cooperation with the regional coordination unit for local integration centres in North-Rhine Westphalia (LaKI).

Scientific evaluation: The process of multiplier professionalisation as well as the processes and effects in all participating schools are scientifically evaluated.

Training: The MIKS team from Universität Hamburg communicates the MIKS concept to the multipliers.

Qualification: The multipliers implement the MIKS concept with the staff in the schools. The training and qualification sessions take place over an eighteen month period. Both the training and the qualification include content-based modules as well as sessions for guided reflection.