Lehrer*insein in der Migrationsgesellschaft. Professionalisierung in einem widersprüchlichen Feld.

This paper examines the question of how the monolingual, professional habitus of teachers can be changed. To this end, from a perspective of general school theory, the conditions of the School field are reconstructed with regard to multilingualism and it is shown that antinomies arise for dealing with multilingualism. The example of a school in which a 'multilingualism-friendly' school culture prevails shows that these antinomies, but also the specific school culture, influence the teacher's professional habitus and promote or impede the opening up to other languages. This will be reconstructed by interviews with two teachers, who are in different relations to the school culture. [ABSTRACT FROM AUTHOR]