Whether in the classroom, in the family or among friends - identities are negotiated and affiliations are experienced everywhere through language. How do these individual experiences of children and young people fit in with how they are perceived at school in their role as learners? And how do these experiences influence their educational biographies?

By bringing together researchers whose work focusses on different languages, language teaching and learning and teacher training, the IZSLL aims to contribute to a better understanding of the interplay between language, language learning and identity constructions. Among other things, the aim is to derive conditions conducive to learning that have a positive impact on participation in education.

Identity work

Language learning at school involves not only practising language skills such as speaking and writing, but also the development (or rejection) of academic identities. "When children write texts, explain complicated technical terms or speak a foreign language, they simultaneously construct a certain identity - for example as a participant in a conversation or an author who has something to say," explains Prof Dr Vivien Heller. The professor of German language didactics at the University of Wuppertal heads the new centre together with her colleague Prof Dr David Gerlach from English didactics.

How young people master the associated learning processes depends on numerous factors. Among other things, it depends heavily on the way in which teachers attribute development and learning potential to them and how they themselves conceptualise their identity as language teachers. Accordingly, the new centre at the University of Wuppertal is also dedicated to researching teachers as key companions for learners.

"If we view language acquisition as a contribution to personal development, we need teachers who are aware of this important function and take language teaching seriously as identity work," explains professional researcher David Gerlach. Ultimately, he surmises, this also leads to heterogeneous classes being seen as an enrichment.

What the new IZ is focussing on

Making linguistic identities visible: How do learners and teachers from different social milieus negotiate social, linguistic and academic identities in different environments - from German and English lessons to a semester abroad in French or Spanish?

Multilingualism: How are multilingual identities represented and valued at school? How does this affect learning success?

Practical teacher training: How can future teachers learn to actively support the identity construction of their future pupils during their studies, internships abroad and traineeships?

"By better understanding how identities are created in language lessons, we can develop approaches for teaching that really motivate - rather than intimidate," summarises David Gerlach.

Social and technological context

"Together, we also want to look at major trends," emphasises Vivien Heller. For example, how is the image of multilingualism changing when smartphones and artificial intelligence have a say? What influence will automatic translation and text generation programmes have on language teaching and learning? What will this do to English as a global lingua franca in the future?

The IZSLL began its work this year. It is made up of around 25 researchers from the University of Wuppertal.