Vom monolingualen Habitus zur Mehrsprachigkeit. Ansätze, didaktische Zugänge und Praxisbeispiele

This paper explores the shift from a “monolingual habitus” to a plurilingual approach in teaching German as a foreign and second language. Drawing on linguistic, neurocognitive, and pedagogical research, it outlines key concepts of multilingual teaching. Particular attention is paid to the role of transfer processes and the integration of learners’ existing language repertoires. A practical example illustrates how multilingual text competence can be fostered by using parallel texts in the German as a Foreign Language (DaF) classroom. The paper concludes with implications for teaching practice, curriculum development, and teacher education.