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Nation-state construction in textbooks targeting migrants to Germany: A critical multimodal analysis

Published online by Cambridge University Press:  05 August 2025

Julia Wolbergs Open the ORCID record for Julia Wolbergs [Opens in a new window]  and
Richmond Embeywa Open the ORCID record for Richmond Embeywa [Opens in a new window]
Julia Wolbergs*
Affiliation:
Martin-Luther-Universität Halle-Wittenberg, Germany
Richmond Embeywa
Affiliation:
Bowdoin College, Maine, USA
*
Email: julia.wolbergs@germanistik.uni-halle.de
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Abstract

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Type
Research in Progress
Information
Language Teaching , First View , pp. 1 - 4
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Copyright
© The Author(s), 2025. Published by Cambridge University Press.

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Footnotes

American Association for Applied Linguistics Conference, Denver 2025

Selected poster presentations

A reproduction of the poster discussed is available in the supplementary material published alongside this article on Cambridge Core.

References

Brown, J. A. (2014). ‘Our national feeling is a broken one’: Civic emotion and the holocaust in German citizenship education. Qualitative Sociology, 37(4), 425–442. https://doi.org/10.1007/s11133-014-9286-8CrossRefGoogle Scholar
Butler, E., Kotas, O., & Sturm, M. (2017). 100 Stunden Deutschland. Orientierungskurs Politik, Geschichte, Kultur. Klett.Google Scholar
Curriculum to Bundesamt für Migration und Flüchtlinge (2017, April). Curriculum für einen bundesweiten Orientierungskurs. Überarbeitete Neuauflage für 100 UE. https://www.bamf.de/SharedDocs/Anlagen/DE/Integration/Integrationskurse/Kurstraeger/KonzepteLeitfaeden/curriculum-orientierungskurs-pdf.pdf?__blob=publicationFile&v=7.Google Scholar
Embeywa, R. (2025). Decoding ideology in textbooks: Teaching culture in the German integration course. Die Unterrichtspraxis/Teaching German, 58(1), 58–67. https://doi.org/10.1111/tger.70012.CrossRefGoogle Scholar
Fornoff, R. (2018). Migration, Demokratie, Werte: Politisch-kulturelle Bildung im Kontext von Deutsch als Zweitsprache. Göttingen University Press.10.17875/gup2018-1127CrossRefGoogle Scholar
Höhne, T., Kunz, T., & Radtke, T.-O. (2005). Bilder von Fremden: Was unsere Kinder aus Schulbüchern über Migranten lernen sollen. Johann Wolfgang Goethe-Universität.Google Scholar
Risager, K. (2018). Representations of the world in language textbooks. Multilingual Matters. https://doi.org/10.21832/9781783099566Google Scholar
Weninger, C. (2021). Multimodality in critical language textbook analysis. Language, Culture and Curriculum, 34(2), 133–146. https://doi.org/10.1080/07908318.2020.1797083CrossRefGoogle Scholar
Wolbergs, J. (2024). Das denkmal für die ermordeten Juden Europas in Orientierungskurslehrwerken. Deutsch Als Fremdsprache, 4, 222–233. https://doi.org/10.37307/j.2198-2430.2024.04.04Google Scholar
Zabel, R. (2016). Typen des Widerstands im Kontext Deutsch als Zweitsprache. Kulturelle Orientierung von Teilnehmenden an Integrationskursen. Stauffenburg.Google Scholar
Supplementary material: File

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