»[M]ein Deutsch war jetzt auch nicht so perfekt«

This article examines the concept of native language in the context of migration-related and educational dynamics.It focuses on teachers' professional identities and biographical constructions, highlighting the role of linguistic positioning within power structures and hierarchies.Based on empirical data, the study demonstrates that native language operates as a contested signification practice, shaping social distinctions, subject positions, and pedagogical actions.The article critically addresses the risk of reinforcing migration-related stereotypes in teacher training.It advocates for a performative, context-sensitive understanding of language as an alternative to essentialist approaches.