Chap e 9
Who’s he e? In/Exclusi ely add essing
he O he in dissemina ing linguis ic
esul s
Judi h Pu ka ho e
Uni e si y o Duisbu g-Essen
Ou each ac i i ies, in linguis ics and o he ields, build on he assump ion ha
scien i ic knowledge should be made a ailable o membe s o he la ge public.
“Thi d mission” ac i i ies a e p ominen in unding schemes, encou aged by uni-
e si ies and e alua ed in hi ing p ocedu es. O en, a he p ecise desc ip ions o
a ge g oups a e called o and as esea che s and educa o s, we need o nego i-
a e (s e eo ypical) ideas abou a ge g oups wi h discou ses o inclusi eness and
oppo uni ies o pa icipa ion. In his pape , I will demons a e how d awing on au-
dience design helps o unde s and mul ilingualisms in p ac ice: by lea ning abou
he add essees o ans e ac i i ies, we sha pen ou own unde s anding o li ed ex-
pe iences o language. While he e ec s o esea ch on esea ch pa icipan s ha e
been discussed in g ea e de ail, he e ec s o ou each ha e been only ma ginally
conside ed. By d awing on esul s om one speci ic ans e p ojec , ocusing on
amily language dynamics, my aim is o e lec on mul iple speake posi ionali ies,
nego ia ions o access and add ess and inally he e ec s o esea ch and ou each
ac i i ies.
1 In oduc ion
Wo king as an academic a imes includes ain ides, in his case h ough noc u -
nal Swedish midlands, sligh ly whi ened by las bi s o snow. Wha a wonde ul
imp ession and also wha a welcome me apho o hink abou add essees o scien-
i ic ou each and dissemina ion. Who is he e, ou he e, in he da k? Do I ge o
Judi h Pu ka ho e . 2025. Who’s he e? In/Exclusi ely add essing he O he in dis-
semina ing linguis ic esul s. In A emis Alexiadou, Claudio Sca aglie i, Ch is oph
Sch oede & Heike Wiese (eds.), The cons uc ion o mul ilinguals as O he s: Do we
p ac ice wha we p each?, 179–197. Be lin: Language Science P ess. DOI: 10 . 5281 /
zenodo.17132455
Judi h Pu ka ho e
see who migh be a ec ed by he speci ic communica i e e en ha I am abou o
p epa e? Can I ind a way o ela e my expe iences, o li ing wi h languages, o
c ossing bo de s unde speci ic ci cums ances, o hose o o he s who a e o a e no
like me?
Ou each ac i i ies, in linguis ics and o he ields, build on he assump ion ha
scien i ic knowledge should be made a ailable o membe s o he la ge public.
Uni e si ies ha e o he longes ime had he ask o also co e “ hi d mission”
ac i i ies and hese ha e ecen ly become mo e p ominen in unding schemes,
as encou aged by uni e si ies and e alua ed in hi ing p ocedu es. O en, a he
p ecise desc ip ions o a ge g oups a e called o . Howe e , in esea ch on he
complexi ies o li ed expe ience, i seems a he inapp op ia e o classi y speak-
e s by ela i ely du able ca ego ies, like mig a ion backg ound o i s languages,
as all hold some u h bu a e also always only co e ing pa o human expe-
ience. How can we – as esea che s and educa o s – nego ia e (s e eo ypical)
ideas abou a ge g oups wi h discou ses o inclusi eness and oppo uni ies o
pa icipa ion? A e he e ways o unde s and how p ac ices o naming and ad-
d essing wo k owa ds ou goals ins ead o di iding po en ial a ge g oups and
o he ing hem in he p ocess? Resea ch in sociolinguis ics has ocused on speech
and language use, including changes in egis e and a a ie y o e ms o add ess
linked o changing in e locu o s in di e en communica i e si ua ions and wi h
di e se goals. Howe e , when ocusing mo e speci ically on a ge g oups o ou -
each ac i i ies, we a e s ill in need o models ha would help o explain social
p ac ices. The mo i a ion o his con ibu ion is hus e y speci ic and linked o
p ojec expe ience: how can we know in which ways we each ou audiences? A
he same ime, he a emp ed model o unde s and in e ac ions and a ge g oups
ideally goes beyond ou p ojec . Wha ollows is i s a b ie in oduc ion o he
p ojec and, in Sec ion 3, mo e heo e ical hough s abou audience design and
how his helps o unde s and po en ial pi alls. I will come back o he ques ions
in Sec ion 4 whe e I discuss some o ou decisions and how we ac ed upon p ob-
lems we encoun e ed. Finally, my aim is o close wi h some ideas o how access
can be ensu ed mo e easily in Sec ion 5.
2 Poin (s) o depa u e(s)
My esea ch is si ua ed in he ield o sociolinguis ics and applied linguis ics,
bo h claiming o be in e es ed in “ eal-wo ld-p oblems” wi h languages. Mo e
p ecisely, I am in e es ed in language use and language policy in mul ilingual
amilies: how a e expec a ions be ween pa en s nego ia ed? Which expe iences
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9 In/Exclusi ely add essing he O he in dissemina ing linguis ic esul s
help pa en s and child en o shape hei amily language policy acco ding o hei
needs and wan s? How do educa ional and language ideologies con es he use o
amily languages and include o exclude mul ilingual speake s? Thinking abou
speake s and e en in a speake -cen ed way is hus my speci ic ask and I y
o do ha based on empi ical esea ch ha is usually quali a i e and si ua ed in
di e se and mul ilingual con ex s o pos -mig an socie ies. This e m, coined by
Fo ou an (2019), concep ualizes socie y, i.e. in Ge many, as deeply en enched
wi h p ocesses o mig a ion and mobili y, in a way ha would in luence he
expe iences o e e y pe son, no jus hose wi h hei own mig a ion his o y
(Fo ou an 2019).
As a esea che in socially deba ed ield, ou each and educa ion ac i i ies ha e
always been pa o wha I did. Howe e , be ween 2021 and 2024, hese ac i i ies
became cen al as ou p ojec eam success ully comple ed a p ojec wi h i s main
goal o eaching ou o mul ilingual speake s: we wo ked on a ans e p ojec
“Family language dynamics – empowe ing speake s o majo i y and he i age
languages” ha was pa o he esea ch uni “Eme ging g amma s in language
con ac si ua ions” (hence o h RUEG, Allen e al. 2025). The esea ch g oup ana-
lyzed language change in con ac si ua ions on di e en linguis ic le els, looking
a G eek, Russian and Tu kish as he i age languages in Ge many and he USA as
well as Ge man and English as majo i y languages in hese coun ies. Building
on he esul s om his esea ch, ou p ojec de eloped educa ional esou ces o
be used wi h pa en s and educa o s. We pa ne ed wi h wo ins i u ions o adul
educa ion, who we e on he one hand unning language classes o pa en s and
on he o he hand classes aiming a ea ly educa ion and school eache s co e -
ing a numbe o opics. O e he cou se o h ee yea s, we de eloped ideos and
ex s ha a e ea u ed on a mul ilingual websi e (h ps://www. ueg am.de) and
ha a e he co e o wo kshop cu icula and lesson plans in ended o use by edu-
ca o s om p e-school o uni e si y and adul educa ion. The educa ional ma e-
ials a e o ganized in i e ca ego ies ha a e colo -coded houghou he websi e
(see Figu e 1). The p oposed con en s and ac i i ies dis ibu e knowledge and in-
i e e lec ions abou a pe son’s own expe iences wi h languages. The ca ego ies
co e
1. Knowledge abou languages and language use (g een), i.e. abou bilingual
langauge acquisi ion,
2. Speci ic esea ch indings illus a ing language “li e” in language con ac
si ua ions (blue), e.g. how he use o p onouns is in luenced by he speak-
e s’ second language Ge man,
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Judi h Pu ka ho e
3. Expe iences o mul ilingual speake s (pu ple), e.g. how membe s o he
esea ch g oup g ew up in a mul ilingual amily,
4. My hs/Discou ses abou languages and mul ilingual language use ( ed),
e.g. whe he o no mul ilingualism would slow down language acquisi-
ion, and inally
5. Ci izen Science ac i i ies, esea ching in he own amily and communi y
(yellow), e.g. by collec ing da a abou he languages ha we e used in he
g andpa en s’ gene a ion.
Ini ially, he esou ces we e designed o be used in s uc u ed eaching ac i i-
ies such as classes and in he cou se o pa en s’ mee ings. Howe e , we quickly
decided o make hem accessible o speake s independen ly o such ac i i ies.
This p esen ed he challenge o p o ide di e en ames o e e ence o di e -
en audiences, in addi ion o di e en linguis ic esou ces, including modes like
spoken o w i en and languages such as Ge man, English, Tu kish, G eek and
Russian. I will ge back o de ails abou he p ojec in Sec ion 3.
3 Audience design o speaking and lis ening subjec s
As speaking subjec s, bo h speake s and signe s, we in e ac in di e en con ex s
and we expe ience languages and language use acco dingly: Sp ache leben (li ed
expe ience o language, Busch 2012, Busch 2017) builds on i s -hand expe ience
o using languages and also on he discu si e ames associa ed wi h hese ex-
pe iences. In he cou se o a language biog aphy, expe iences a e e-e alua ed
and e- amed in he ligh o new in o ma ion and new posi ions. Ob ious mo-
men s o e-e alua ion include poli ical changes ( ha migh en ail new s a us o
ce ain languages), mig a ion and mobili y as well as changes in pe sonal and
p o essional ela ionships, i.e. when en e ing o mal educa ion o when becom-
ing pa en s. Mul ilingual sel es (see also K amsch 2009) cons uc hemsel es by
d awing on hei own expe iences as well as memo ies, a ec s, emo ions and so-
cial and cul u al knowledge: hei language lea ning is go e ned by imagina ions
and hope bu hey migh also encoun e ea s and insecu i y.
In linguis ics, he speake has ini ially been in ocus bu he lis ening sub-
jec has ecei ed mo e a en ion in ecen yea s. The ac ha hea ing/seeing as
“pe cep ion (whe he audi o y o isual) is ne e a na u al o unmedia ed phe-
nomenon bu is always al eady a social p ac ice” has been con incingly demon-
s a ed by he wo ks o Inoue on he pe cep ion o Japanese emale oices (Inoue
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9 In/Exclusi ely add essing he O he in dissemina ing linguis ic esul s
Figu e 1: Fi e modules: (1) Knowledge (g een), (2) Speci ic esea ch ind-
ings (blue), (3) Expe iences (pu ple), (4) My hs/Discou ses ( ed) as well
as (5) Ci izen Science (yellow).
2003: 157) and he social, his o ically eme ging cons uc ion o he lis ene be-
comes inc easingly ele an . Lis ening is ecognized as a speci ic p ac ice in he -
apeu ic se ings (Ma silli-Va gas 2022) and he poli ics o lis ening and sounding
a e aken in o accoun when analyzing language beha iou and sociolinguis ic
da a (Kozminska 2022). In he in luen ial wo ks o Flo es and Rosa (Flo es & Rosa
2015), hey se pa icula ocus on he (whi e, p i iledged) lis ening subjec who
holds he powe o ende pe cei ed language p ac ices “no mal” o “de ian ”,
a he depending on he lis ene ’s own subjec posi ion han on he speake s’
p oduc ion. Assuming ha p i ilege is no dis ibu ed equally, we a e o cou se
conce ned wi h nego ia ions o (s e eo ypical) ideas abou a ge g oups. Can
we use language p ac ices, naming and add ess e ms o uni e po en ial a ge
g oups ins ead o di iding hem o o he ing hem in he p ocess? In o de o
discuss he implica ions o his ques ion, I will go back o a model o audience
design ha was de eloped by Allan Bell, an Aus alian linguis (Bell 1984): he ana-
lyzed changes in phone ic ea u es (among o he s) o one speake who add essed
audiences in di e en adio s a ions. The image o he lonesome speake in he
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Judi h Pu ka ho e
adio s udio is in a way eminiscen o he Swedish midlands, illed wi h lakes and
woods, and a su p ising numbe o independen adio s a ions. Bu wha in e es s
me abou Bell’s model a e no he ea u es ha change in ela ion o add essees
bu a he he di e en op ions ha he o e s o be a lis ening subjec a.k.a. audi-
ence o u e ances and communica ions. In his seminal pape , Bell dis inguished
he immedia ely add essed subjec s (add essees) om audi o s, meaning hose
ha a e p esen and known, such as he o he pe sons a a able ha a e ollow-
ing a con e sa ion hough no being di ec ly add essed. When he e a e o he s
in icini y, hey migh become o e hea e s, e.g. as passe s-by, o , i hey a e no
e en p esen o he speake , hey can s ill ha e a ole as an ea esd oppe (Bell
1984, 160). In his pape , I will hus speak abou scien i ic ans e and ou each
ac i i ies and abou he immedia ely add essed as well as he audi o s and hei
ole in shaping communica ions. And I will also ake a look a he challenge o
each o e hea e s, as hey a e o en he speake s wi h he g ea es po en ial o
be in e es ed in ou esul s wi hou necessa ily knowing abou hem. Finally, I
will gi e some conside a ion o ea esd oppe s ha become a imes only isible
when hey e.g. commen nega i ely on he con en s o communica ions.
3.1 Add essees
The model o audience design assumes a leas one add essee o each u e ance
– whene e we speak we speak o somebody e en i ou sel es. The add essee
is known and a i ied and hey a e consciously add essed, which migh include
add essing he inne sel in he case o an inne monologue. In ligh o a p ojec
applica ion and implemen a ion, we migh be awa e o speci ic add essees in he
pe son o en husias ic eache s, leade s o pa en s’ o ganiza ions and colleagues
a he uni e si ies. Those add essees sha e ce ain cha ac e is ics wi h us, be i
biog aphically like ha ing child en in he same school, o poli ically in ha ing
speci ic expec a ions conce ning he goals o public educa ion. Some imes, he
sha ed in e es s eme ge like unexpec ed hal s in he middle o a ain ide, in
he o ms o sha ed places o esidence albei 15 yea s apa , o sha ed loss o
languages o o he expe iences connec ing us. The need o add essees is a p ag-
ma ic one bu i is jus as impo an in a concep ual unde s anding: an add essee
is needed in o de o ind one’s own posi ion in he wo ld, as Bu le ph ases in he
book Gi ing an accoun o onesel : “I exis in an impo an sense o you, and by
i ue o you. I I ha e los he condi ions o add ess, i I ha e no “you” o add ess,
hen I ha e los “mysel ”.” (Bu le 2005, 32) In he amewo k o Sp ache leben,
he li ed expe ience o languages (Busch 2017), add essees a e seen as an impo -
an pa ne in he speake -lis ene ela ionship, he eby shaping he expe iences
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9 In/Exclusi ely add essing he O he in dissemina ing linguis ic esul s
bu also se ing as e alua o s, enhance s and sounding boa ds o language expe-
iences. Thei p esence and accoun abili y is c ucial in o de o unde s and he
e ec s o you u e ances and ul ima ely esou ces.
3.2 Audi o s
The audi o s a e wi hin each o you communica ions, and hey migh e en
ollow e y closely wi hou being di ec ly add essed. As hey a e known and a -
i ied acco ding o he model o audience design, hey migh a any gi en poin
u n in o speake s and add essees. Fo ou p ojec , he audi o s a e o en hose
membe s o schools, ea ly child ca e ins i u ions and pa en s’ associa ions ha
ecei e ou in o ma ion ma e ials, migh e en ead some o ou ex s and wa ch
he occasional ideo. As hey a e in ol ed in he con e sa ion, hey a e ac ually
a he likely o ake pa in ac i i ies and migh become di ec add essees once a
speci ic language g oup o a ge g oup should be add essed. Concep ually, he
audi o s a e p obably he a ge g oup ha is mos explici ly men ioned in appli-
ca ions – while we do no name he di ec add essees o ou ac i i ies, he g oups
hey iden i y wi h a e o en named. Howe e , we know ha e e ence is ypically
made o ce ain cha ac e is ics bu no o o he s: we call o i.e. languages o he -
i age in he case o pa en s wi hou men ioning p o essions and educa ion while
we ocus on educa ion and p o essional iden i y wi h educa o s and only secon-
da ily on languages. One challenge in ans e p ojec s is how o u n audi o s
in o pa icipan s in he sense ha hey s a o in e ac and o app op ia e he
p ojec esou ces o hei own goals. Howe e , a he same ime audi o s migh
u n in o mul iplie s o a p ojec when hey sha e he in o ma ion hey a e ge -
ing – in ou p ojec we coun on s uden s in eache educa ion: hey can become
mul iplie s when i comes o using p ojec esou ces in he schools hey s a o
wo k in.
On a mo e c i ical no e, we migh ind ha he ole o he audi o s is aken up
by hose ha eel ha hei oices a e unlikely o be hea d. They migh ollow
in e ac ions bu will ha dly engage and make hemsel es hea d. I will depend on
ou lis ening abili ies o p o ide spaces ha can be pu o use o hose wishing
o speak.
3.3 O e hea e s
Fo a ans e p ojec , he g oup o o e hea e s – o a he he many di e en
pa icipan s ha o e hea pa s o he con e sa ion – migh hold he la ges
po en ial. Thei exis ence is pa ially known o he p ojec eam, ei he indi idu-
ally o as membe s o named g oups, ye hey a e no conside ed an ac i e pa
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Judi h Pu ka ho e
o he p ojec audience so a . The image o he passe s-by ha Bell uses in his
desc ip ion is o cou se empo ally si ua ed – in an online wo ld, o e hea e s
go by e en less no iced. Howe e , hei exis ence is easily assumed when hink-
ing abou he use base o ce ain con ex s, i.e. in he uni e si y con ex . While
audi o s in my unde s anding ollow a con e sa ion hey migh no ye ake an
ac i e pa in, o e hea e s a e p obably picking up snippe s om con e sa ions,
see some pa s o ac i i ies e c. In o de o in e es hem in he p ojec , i seems
necessa y o communica e he goals and aims as well as he po en ial ways o
in e ac wi h he p ojec and i s esou ces. In con as o audi o s, we migh no
necessa ily know abou hei language p e e ences o hei means o access bu
we a e p obably able o ex apola e om ea lie expe iences.
3.4 Ea esd oppe s
Finally, he model o audience design includes one ca ego y o hose who migh
ac ually no ice pa s o he communica ion bu a e no p esen o he speake s
and he o he pa icipan s. The image o he ea esd oppe comes o mind o
hose who, i.e. as echnical s a , will engage wi h he esou ces bu whose ex-
is ence and in luence migh no be ob ious o he pa icipan s in he p ojec .
On ano he no e, ea esd oppe s migh be he speake s who come ac oss p ojec
ac i i ies “in passing”, eading lea le s and no icing ac i i ies wi hou engaging
wi h he membe s o he p ojec eam. I hei in e es can be aised and hei
p esence becomes known, he e is po en ial in u ning ea esd oppe s in o pa -
icipan s. Ano he g oup o ea esd oppe s will only engage wi h he p ojec and
become isible o he p ojec g oup when hey speak ou nega i ely abou he
p ojec con en s, o in he wo s case, engage in ha assmen . Gi en he p ojec ’s
agenda ha aligns wi h a di e se ision o socie y and a ou s mul ilingualism
o e monolingualism, a ce ain deg ee o pushback is expec ed and so a , we
we e lucky enough o only expe ience a he ha mless nega i e commen s. We
a e awa e ha his is pa ially mi iga ed by design decisions, i.e. o op o a
websi e ins ead o social media in ol emen , which migh o cou se also lead o
ewe con ac s o e all. A he same ime, colleagues ha e expe ienced ex ended
nega i e commen s because hei esou ces we e a ge ed by some in luen ial
g oups o ha e s.
4 O he ing-by-design?
Audience design is conside ed a semi-conscious p ocess in which a speake o i-
en s owa ds add essees, po en ially aking o he s in o accoun as we ha e seen
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9 In/Exclusi ely add essing he O he in dissemina ing linguis ic esul s
in he p e ious sec ion. The assump ion in Bell’s model is ha i is he in en ion
o he speake o be unde s ood by he add essees and ha exclusion is no desi -
able. Howe e , lis ene s migh expe ience ha hey a e pu posely no add essed
o e en excluded om some con e sa ion, being a imes educed o he ole o
o e hea e s. One way how his happens is by means o o he ing, he eby un-
de lining he di e ences be ween indi iduals and g oups, leading o pe cei ed
dis ances be ween speake s. De in ames his as such: “O he ing means u n-
ing he o he in o an o he , hus c ea ing a bounda y be ween di e en and same,
inside s and ou side s” (De in 2016, 45). The ocus on he p ocess ha c ea es
dis ances be ween some speake s while glossing o e dis ances wi h o he s is in-
e es ing as i speaks o he cons uc i is na u e o ou in e ac ions. Sameness o
o he ness a e no gi en quali ies bu a e ins ead done in e ac ionally and concep-
ually when conside ing who o each wi h any gi en communica ion. O he ing
is o en linked o di e ences ha a e pe cei ed as s able, i.e. he i age and o igin,
language, ai h, gende e c. Howe e , e e y ai can be po en ially used o con-
s uc o he ness – one example being accen s, as Moylan explains: “While each
o us speaks wi h an accen , alue is con e ed upon indi idual accen s wi hin a
hie a chy in which accen s a e in es ed wi h di e en deg ees o cu ency, ead-
abili y and social capi al” (Moylan 2018). In his sec ion, I will look mo e closely
in o he language ideologies exp essed by pa icipan s in ou ans e p ojec and
how hey poin o isks o o he ing-by-design.
Language ideologies play an impo an ole o speake s: hey se e as a e e -
ence when e alua ing language use, hey shape decisions abou language ans-
mission in amilies and o en imes hey a e nego ia ed and ques ioned by speak-
e s who see hei own p ac ices e alua ed by o he s, wishing o al e na i e e-
ali ies. “To commen on languages, o desc ibe hem, o ecommend policy wi h
espec o hem, is o engage in a me adiscou se, a e lexi e ac i i y ha is a
once a p ac ice and a commen a y upon ha p ac ice, wi hin a ealm o al e na-
i e possibili ies” (Gal & I ine 2019: 1). In his ans e p ojec , ou aim was o
ansmi esea ch-backed knowledge ega ding amily languages, hei ansmis-
sion and hei s a us in Ge many. Mo e gene al in o ma ion migh be use ul o
pa en s and educa o s o mono- and mul ilingual child en as well as child en and
adolescen s hemsel es. All ac i i ies ocus on speake s’ mul ilingual epe oi es
and ela e o RUEG’s main esea ch ques ion “Wha a e he linguis ic dynam-
ics in he i age speake s’ epe oi es?”. I will come back o he speci ic esou ces
in he end o his sec ion bu be o e, I will use da a ha we collec ed as pa
o ou sea ch o audiences o illus a e he po en ial o o he ing in his ype
o esea ch and ans e . When discussing he goals o ou ans e ac i i ies
we quickly ealized ha hose goals we e connec ed o he ques ion o who we
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Judi h Pu ka ho e
5.3 Technical access
The language policies on he websi e a e o cou se also linked o echnical a -
o dances. Choices o ideo o ma s, sub i ling and in gene al online publishing
a e in luenced by some hough s abou po en ial audiences. Op ing o a websi e
seemed like a ela i ely accessible op ion o hose wi h limi ed echnical skills.
No login is equi ed and links can be sha ed ha poin o he exac ideo o asks
ha should be accessed. In he p ocess o publishing, we also encoun e ed issues
o accessibili y linked o di e en b owse s. Howe e , by d awing on he echni-
cal amewo k o he Uni e si y o Duisbu g-Essen, we could also bene i om
solu ions linked o sc een eade s e c. ha we e al eady se up. In he u u e, we
will also be able o in eg a e ou ideos in o he public eposi o y o he uni e -
si y ha is linked o sea ch engines o open educa ional esou ces. In ou second
p ojec loca ion, Mannheim, a numbe educa ional ideos we e p oduced wi h a
ull s udio and we a e eage o lea n om he di e ences in p oduc ion and how
hey a e pe cei ed by di e en audiences.
5.4 Legal equi emen s/App op ia ion
In o de o publish, legal equi emen s ha e o be conside ed: legal limi a ions
can be add essed by publishing unde c ea i e commons licenses (in he o m
o open educa ional esou ces). Choices can be made whe he he in o ma ion
ma e ial can be sha ed in i s cu en o m, whe he i can be al e ed o e en sold.
We ha e gene ally op ed o a non-comme cial licence, meaning ha he sou ce
should be indica ed bu ha use s a e ee o change con en s (i.e. o adop i o
hei needs in schools) as long as hey a e no using he con en s comme cially.
5.5 P oducing inclusi i y
Finally, he impac o unde lying language ideologies and socie al expec a ions
ha a e ansmi ed h ough eaching and in o ma ion ma e ials needs o be
aken in o accoun . By making ce ain speake s and hei language eali ies is-
ible, he isk is ha o he s a e excluded and no ep esen ed as equally legi i-
ma e speake s. Fo p ac ical as well as ideological easons, we op ed o an ap-
p oach ha would a ou speake s’ po ayal as mul ilinguals, encou aging hem
o speak he languages hey el mo e o less compe en in. Access in p oduc ion
is u he enhanced by wo king wi h a a ie y o speake s, including he i age lan-
guage speake s and speake s “wi h an accen ”. Howe e , we see ha we ha e a
somewha conscious o e ep esen a ion o speake s wi h a high deg ee o o mal
educa ion – gi en ha ou p ojec is in ending o os e ans e om esea ch
194
9 In/Exclusi ely add essing he O he in dissemina ing linguis ic esul s
o o he ields o li e, his is seen as a he o eseeable as we ha e asked many e-
sea che s o alk abou hei esea ch bu also abou hei expe iences as he i age
language speake s and child en o mig an s o Ge many.
6 Concluding hough s
In his pape , I ha e discussed how d awing on li ed expe ience o language helps
o unde s and mul ilingualism in p ac ice: by lea ning abou he add essees o
ans e ac i i ies, we sha pen ou own unde s anding o mul ilingual eali ies.
We encoun e pa en s in hei oles as language eache s and as lea ne s, and
we see how hey nego ia e con idence and insecu i ies. These esul s in dialogue
wi h he w i ings o schola s wo king on inclusion and on decolonizing me hod-
ologies p o ide g ounds o ques ion powe hie a chies ha pu ce ain expe i-
ences and g oups in places ha a e cons uc ed as dis an om scien i ic knowl-
edge (i.e., speake s o non-s anda d a ie ies, mig an s and child en). In his way,
we discuss a emp s o e hink no ions o expe s and non-expe s. While he e -
ec s o esea ch on esea ch pa icipan s ha e been discussed in g ea e de ail,
he e ec s o ou each ha e been only ma ginally conside ed. By d awing on
esul s om one speci ic ans e p ojec ocusing on amily language dynamics,
my aim was o e lec on mul iple speake posi ionali ies, nego ia ions o access
and add ess and inally he e ec s o esea ch and ou each ac i i ies.
Riding on ains gi es access o new places, bu i is a imes a lesson in pa ience,
when a eling a a sligh ly slowe speed han expec ed. O when encoun e ing s eps
ha a e qui e s eep o he amoun o baggage one ca ies. Ideally, ou each akes us
o places ha we would no ha e seen o he wise – and we can p obably ne e co e
all un o eseen de elopmen s be o ehand. Howe e , he jou ney becomes so much
easie when we ha e some expe ience ha ells us ha i migh be wo h b inging
duc ape, ood and books, and a imes, e en a ea bag. O sub i les.
Acknowledgemen s
My g a i ude goes o my amazing colleagues in he p ojec : Rosema ie T acy,
So ia G igo iadou and Johanna Tausch, as well as Anne Mölde s, Özge Za , Gey-
lan Ahmed Daud, Se pil Kuzay and Baha Yilmaz. In addi ion, Mul iT ans’ mem-
be s and gues s we e so kind o commen on his pape and helped i s inaliza ion
by p o iding sea-side iews. Two anonymous e iewe s as well as he edi o s
should be hanked as hei commen s p omp ed he e-shaping o he pape in o
i s p esen o m.
195
Judi h Pu ka ho e
The esea ch was suppo ed h ough unding by he Deu sche Fo schungsge-
meinscha (DFG, Ge man Resea ch Founda ion) o he Resea ch Uni “Eme g-
ing G amma s in Language Con ac Si ua ions”, p ojec P (p ojec numbe :
313607803).
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