Deutschlehrbücher als Pseudo-Nudges

Eine Analyse anhand berücksichtigter Mehrsprachigkeit in Deutschlehrbüchern für die Mittelschule

Abstract

In the present article, it is demonstrated that German language textbooks designated for middle
school can be regarded as pseudo-nudges in dealing with multilingualism, aimed at constructing
a monolinguality of German as a societal norm. By integrating key incident analysis into Critical
Discourse Analysis, individual elements within the German textbooks can be examined,
revealing the construction of a societal monolinguality. Drawing on the concept of governmental
nudges, textbooks are considered as pseudo-nudges that declare multilingualism as a societal
exception and establish German, inclusive of its varieties, as the norm. In this context, language
triggers Othering processes leading to the discrimination of multilingual students.