Schreibentwicklung Wissenschaftlicher Texte im DaF-Lehramtsstudium: Eine Linguizismuskritische Perspektive unter Einbezug von Translanguaging

This paper explores the concepts of linguicism critique and translanguaging as theoretical and didactic approaches aimed at promoting linguistic equity in educational contexts. Linguicism is understood as a form of language-based discrimination that reproduces social hierarchies through the devaluation of certain languages or language practices. Translanguaging offers a pedagogical counter-approach by acknowledging and systematically fostering learners' dynamic use of their entire linguistic repertoire. The paper analyzes institutionalized language ideologies – particularly the monolingual habitus – and their impact on multilingual educational trajectories. Using exemplary didactic scenarios, it illustrates how translanguaging can be practically implemented in school and university settings. In addition, it addresses the role of children and adolescents as informal language brokers in migration contexts and critically reflects on the psychosocial burdens associated with this role. The article advocates for continuous language education that not only considers linguistic diversity but actively values it as a resource, and it calls for institutional responsibility in fostering inclusive language practices. Ultimately, the paper positions itself as a plea for a power-critical and multilingual-sensitive approach to education.