Microcosm of Multilingualism: Examining Language Sensitivity Through an In-Depth Case Study

Abstract

In Austria and other European countries, the initial segregation of learners of the language of instruction reflects the dominance of monolingual educational traditions. While prior research has extensively explored principals’ and teachers’ self-reported strategies for addressing the needs of language of instruction learners, little is known about actual classroom practices, which are essential for assessing how these strategies are implemented. This study addresses this research gap by analyzing self-reports and classroom observations in a Viennese school. Data were collected from one school principal and two teachers—one working in a segregative and one working in an integrative setting. Using a comparative approach, the study employed interviews and observations to examine how closely teachers’ practices aligned with language-sensitive teaching methods. Findings from interviews indicate resource-oriented, structured, and individualized language support. However, classroom observations reveal teacher-centered approaches inconsistent with language-sensitive practices for supporting language learners. The study discusses the need for alignment between reported intentions and classroom practices.

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