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aiMOOC

ABI - Language and multilingual identity

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ABI - Language and multilingual identity

Mini description: Explore multilingualism, accent, language choice and code-switching as possible expressions of identity and belonging. You work with short original or openly accessible text, audio and video examples and practise listening/viewing, reading, analysis, speaking, writing and mediation for the Baden-Württemberg upper-secondary course.

Course lane: English first. Use context, word formation, visuals, an English explanation and a dictionary before opening the short German help. Target: B2, with selected C1-oriented work where it is useful rather than artificially difficult.

Media entry – 90 seconds: Look at the airport sign. Which languages can you identify? What may the order, size and placement of the languages communicate about audience, access and belonging? Separate observation from interpretation.

First-viewing prompt: In Safwat Saleem's TED talk, listen for the relationship between accent, expectations and the right to be heard. Do not try to understand every word on the first viewing.

Course frame: BF and LF together

This aiMOOC is designed for a shared Basisfach/Leistungsfach learning space. Both groups work on the same core question: How can language choices become resources for identity and belonging? The difference lies in material load, independence, analytical depth and the proportion of AFB II/III work.

Area	BF	LF
Materials	One core text or clip at a time; short, manageable corpus	Several connected texts/clips; wider range of perspectives and varieties
Scaffolding	Analysis grid, vocabulary bank, sentence starters, guided selection of evidence	More independent selection of concepts, evidence and links across materials
Analysis	Explain one or two effects securely	Compare functions, tensions and limitations; integrate several pieces of evidence
Production	Clear B2 response with structured planning	More sustained, differentiated B2/C1-oriented response with stronger AFB II/III weighting
Pace	Fewer items, more processing time and explicit checkpoints	More independent pacing, wider material links and faster transfer between sources

Current Baden-Württemberg check: Abitur 2027

Checked on 2 October 2026. The current official Abitur 2027 information of the Baden-Württemberg Ministry links the Facherlass 2027. For English, the compulsory focus is On the Move: Migration and Cross-Cultural Encounters. In the Basisfach, the focus and compulsory works are linked to the same LF framework but are treated with appropriate BF scope and level differentiation. The official framework also includes questions of identity in the USA/UK-related thematic areas. The Bildungsplan distinguishes BF and LF by complexity, abstraction, breadth, depth and differentiation and sets B2, partly C1, as the end-of-course orientation.

This module therefore supports current exam-relevant competences, especially listening/viewing, reading, analysis, writing, speaking, mediation and text/media competence. It is not a substitute for the compulsory works or your teacher's course plan.

Safe, legal and independent work

Urheberrecht: Use embedded originals and openly licensed Wikimedia Commons files. Do not download, re-upload or redistribute copyrighted films, full compulsory texts or unlicensed clips.
Datenschutz: All names and local sample data in this aiMOOC are fictional. Recordings are voluntary and should remain private/local unless everyone involved has explicitly agreed to sharing.
Künstliche Intelligenz: No external AI service is required. Do not upload classmates' voices, images or texts to external AI tools. If AI use is permitted by your school, state what you used it for, verify claims and sources yourself, and submit your own analysis and writing rather than an AI replacement essay.
Quellenkritik: Check authorship, date, context and evidence. A fluent answer is not automatically a reliable answer.

I-can goals

By the end, I can...	Evidence of success
explain multilingualism, accent, language choice and code-switching in clear English	I define the term and apply it to a fresh example.
distinguish observation from interpretation	I quote or describe evidence before I infer social meaning.
analyse how language may index identity or belonging	I use cautious language such as may, can, suggests and in this context.
compare two speakers or media texts	I connect similarities and differences to purpose, audience and context.
discuss accent attitudes without treating one accent as linguistically superior	I distinguish intelligibility from social prestige or stigma.
produce an Abi-style analytical or argumentative response	I organise claims, evidence and reasoning and revise typical errors.

Activate prior knowledge

Quick start: Answer in English first. If you get stuck, use the help ladder below.

Language repertoire: Which languages, dialects, registers or styles can one fictional speaker use across home, school, gaming and work?
Accent: What can an accent tell us with reasonable confidence, and what would be an unsafe assumption?
Code-switching: Give one invented example of switching language or variety for a change of audience, topic or stance.

Help ladder: context clue → word family → visual → English learner's dictionary → partner paraphrase → short German help.

Deutsch-Hilfe: Ein Sprachrepertoire umfasst sprachliche Mittel, die einer Person zur Verfügung stehen. Ein Akzent betrifft vor allem Aussprache. Code-switching bezeichnet einen Wechsel zwischen Sprachen oder Varietäten in einer Interaktion.

Key concepts in context

Think visually: A bilingual sign is evidence of more than two word forms. Ask who is addressed, what is made visible, which language has institutional space and which conclusions the sign does not justify about individual identities.

Multilingualism and repertoire

Multilingualism can refer to the use or presence of more than one language by individuals, communities or institutions. A speaker's linguistic repertoire is broader than a list of named languages: it may include dialect features, registers, specialist vocabulary, styles and partial competences.

Identity is not mechanically readable from language. A person may use English for study, another language with family, a regional variety with friends and a formal register in an interview. These choices can become meaningful in context, but they do not prove nationality, ethnicity or a fixed identity.

Visual task: Treat the map as one data representation, not as a picture of every individual's language use. Write two sentences: one that the map supports and one claim that would go beyond the data.

Accent, dialect and register

Accent mainly concerns pronunciation. Dialect can include pronunciation, vocabulary and grammar. Register is language shaped by situation, purpose and relationship, for example more formal or informal choices.

Accents are normal features of speech. Social reactions to accents can involve prestige, stigma and stereotypes, but those reactions are social evaluations, not measures of a speaker's intelligence or human worth.

Viewing focus: Note one claim about how accents develop and one point about how listeners evaluate accents. Then separate linguistic description from social judgement.

Code-switching, language choice and translanguaging

Code-switching broadly describes alternating between languages or language varieties within an interaction. Researchers use more specific definitions depending on their framework. A switch can occur between turns, sentences, clauses, styles or varieties and may serve several functions at once.

Possible contextual functions include managing audience, signalling stance, quoting another voice, marking a topic shift, showing solidarity, creating humour, increasing precision or drawing on a shared cultural repertoire. Do not assume that every switch expresses identity; test the interpretation against context.

Translanguaging is related but not identical. In many current approaches it highlights how multilingual speakers draw flexibly on their whole communicative repertoire rather than treating named languages as completely separate boxes.

LF extension: While viewing the British Council conference talk on translanguaging in superdiverse urban areas, collect one point that challenges a simple two-language model.

Language and identity

Identity can be understood as dynamic social positioning rather than a single permanent label. Language may help people signal closeness, distance, expertise, humour, generation, locality or group membership. The same feature can mean different things in different contexts.

Listening prompt: In the British Council interview with Bonny Norton, identify how language, identity and wider social conditions are connected. BF: capture one main idea and one example. LF: add one implication for education or social participation.

Context vocabulary and word formation

Rule: Try the English route first. German is a final support, not the starting point.

Word	Context clue	Word formation	English explanation	Dictionary question	German help
multilingualism	more than one language is used or present	multilingual → multilingualism	the condition or practice of using multiple languages	Is it about an individual, a community or both?	Mehrsprachigkeit
repertoire	resources a speaker can draw on	repertoire → repertoires	the set of linguistic resources available to a speaker	What counts as a resource here?	Repertoire
identity	how people position themselves and are positioned	identity → identify → identification	a sense or social positioning of who someone is	Is the text describing self-positioning or outside labelling?	Identität
belonging	feeling accepted or connected	belong → belonging	a sense of connection to a group, place or community	What creates or limits belonging?	Zugehörigkeit
accent	pronunciation differs across speakers	accent → accented	a pattern of pronunciation associated with a speaker or group	Is the evidence about sound only?	Akzent
dialect	grammar or vocabulary differs as well	dialect → dialectal	a language variety with characteristic pronunciation, grammar or vocabulary	Which linguistic level is described?	Dialekt
register	style changes with situation	register → register shift	language choices associated with context and purpose	Who is speaking to whom, where and why?	Register
code-switching	a speaker alternates between codes	switch → switching	alternation between languages or varieties in interaction	Where does the switch occur?	Sprachwechsel
accommodation	speech changes toward or away from an interlocutor	accommodate → accommodation	adjustment of communicative behaviour in interaction	Does the speaker converge or maintain distance?	Anpassung
prestige	a variety is valued positively	prestige → prestigious	positive social value attached to a variety or way of speaking	Who gives the variety this value?	Prestige
stigma	a variety is judged negatively	stigma → stigmatise → stigmatisation	negative social evaluation attached to a feature or group	Is the judgement linguistic or social?	Stigma
linguistic landscape	languages are visible in public space	linguistic → linguistically	the visible use of language on signs, notices and public texts	Which audiences are made visible?	sprachliche Landschaft

Optional pronunciation support: You do not need to memorise the full IPA chart. Use it to notice that accent analysis can be precise and descriptive rather than based on vague labels such as “good” or “bad” English.

Listening and viewing

Listening 1: accent, voice and expectations

Use the Safwat Saleem TED talk embedded above. Watch from the original player; do not copy or re-upload the video.

Before listening: Predict two pressures a speaker might experience when listeners treat one accent as “normal”.

First listening – gist: Write one sentence that captures the central conflict.

Second listening – evidence: Note two moments in which the speaker connects voice, public reaction and self-presentation.

Analysis: Explain how one storytelling choice supports the message.

BF	LF
Use the grid: situation → reaction → effect on speaker → message. Aim for 3 evidence points.	Add audience positioning, tone and one critical question about what a personal talk can and cannot prove about accent bias in general.

Listening 2: language and identity

Use the Bonny Norton British Council interview embedded above.

BF task: Complete: “The interview suggests that language learning is connected to identity because …” Add one supporting detail.

LF task: Compare Norton's framing with Saleem's personal narrative. How do academic interview and personal talk construct authority differently?

Dictionary discipline: Pause only after the first gist pass. Look up no more than five words that block meaning.

Reading

Micro-text: Three voices at lunch

Fictional classroom text – created for this aiMOOC; all names and data are invented.

Amina joins a new sixth-form study group. In class she usually speaks formal English and carefully explains technical terms. At lunch, she answers a voice message from her cousin in a mix of English and Arabic. When she returns to the table, Leo jokes, “You sound like a different person.” Amina smiles and says, “Not different. Just more of me.” Later, the group prepares a presentation. Amina suggests keeping one Arabic greeting on the opening slide because their topic is migration stories. She explains the phrase in English so nobody is excluded. Leo first calls the choice “confusing”, but after the rehearsal he says the greeting makes the opening feel personal. Amina decides to keep it. She does not switch language throughout the presentation; she uses one short multilingual moment deliberately and then continues in English.

Reading tasks

Reading for gist: Summarise the situation in no more than 25 English words.
Evidence: Identify two details that show language choice depends on context.
Inference: Explain why “Not different. Just more of me” can be read as a comment on repertoire and identity.
Critical reading: What can this fictional scene illustrate, and what cannot it prove about multilingual speakers in general?

BF	LF
Analyse Amina's deliberate language choice using two quotations or precise references and the concepts context, audience and belonging.	Compare Amina's choices with one video source. Evaluate the usefulness and limitation of code-switching as an identity marker.

Analysis toolkit

Use VOICE.

Step	Question	Useful language
V – Variety	Which language, accent, dialect, register or style is used?	The speaker uses... / The shift involves...
O – Occasion	What is the immediate situation, audience and purpose?	In this context... / When addressing...
I – Identity cue	What possible social position is made relevant?	This may index... / It can position the speaker as...
C – Choice or change	Where does language choice change and what contrasts with it?	The switch from... to... foregrounds...
E – Effect and evidence	What effect is plausible, and what evidence supports it?	This interpretation is supported by... / However, the evidence does not show...

Core principle: Language features may index identity or belonging, but your analysis must not turn a possibility into a stereotype.

Mini-corpus for analysis

All examples are fictional. Treat them as data, not as biographies.

Context	Utterance	First analytical question
Friend joins a group chat	“I can send the notes later — kein Stress.”	Why switch for the closing phrase?
Student speaks to a teacher	“Could I hand it in tomorrow, please?”	What does the register signal about the relationship?
Sibling answers a family call	“Yeah, I'm coming. Vale, dos minutos.”	How might audience and routine explain the switch?
Presenter opens a school event	“Croeso — welcome, everyone.”	How can a bilingual greeting include more than one audience?
Gamer changes voice style with teammates	“Right, formal mode off — let's go!”	Is this a language switch, register shift, stance shift or a combination?

BF: Choose two rows and complete VOICE with sentence starters.

LF: Connect three rows and develop a claim about how context constrains interpretation. Add one alternative interpretation for each example.

Visual analysis: linguistic landscapes

Task: Compare the two public signs. Analyse visibility, order, audience and function. Do not infer what every local person speaks or how every person identifies.

Transfer option: Observe language in your school or town without photographing people. You may make a fictional reconstruction of a sign layout. Do not upload faces, names, addresses, number plates or private messages.

Speaking

60-second micro-analysis

Choose one image, one fictional utterance or one video moment. Speak for 60 seconds:

Claim: State one cautious interpretation.
Evidence: Name the exact feature.
Reasoning: Link feature, context and possible effect.
Limitation: Say what you cannot know from the evidence.

Recording is optional. You can speak live to a partner or record locally for yourself. No external upload is required.

Discussion: identity and belonging

Prompt: “Changing the way you speak is mainly about fitting in.”

BF: Prepare one argument for and one against. Use at least four context words from the vocabulary table.

LF: Complicate the statement by distinguishing accommodation, audience design, belonging, power and personal agency. Refer to at least two media sources.

Useful moves: “That interpretation fits the context because…” / “An alternative explanation is…” / “The evidence is too limited to claim…” / “This differs from the other source because…”

Writing

Task A: analysis

Prompt: Analyse how language choice contributes to the presentation of identity and belonging in the fictional text “Three voices at lunch”.

BF: 180–250 words; use VOICE and two pieces of evidence.

LF: 300–450 words; include a nuanced thesis, several linked details and one limitation or alternative reading.

Task B: comment

Prompt: “Code-switching strengthens belonging more often than it creates exclusion.” Comment on this statement.

BF: Build a three-part response: position → two reasons with examples → qualified conclusion.

LF: Weigh conditions under which switching can include, exclude, mark expertise or create solidarity. Use at least two different source types.

Task C: comparative writing

Compare the role of accent in the Saleem talk with the role of multilingual language choice in one other source from this aiMOOC. Focus on how each source constructs a relationship between voice and social belonging.

AI rule for assessed writing: planning support may be allowed by your school, but the submitted argument, evidence selection and phrasing must be your own. Verify every factual statement and source. Do not submit an AI-generated replacement essay.

Mediation

Situation: Your English-speaking exchange partner is helping organise a multilingual school welcome event. Mediate the relevant information from this fictional German notice; do not translate sentence by sentence.

Fiktiver Ausgangstext: Beim Begrüßungsabend sollen kurze Grüße in den Sprachen vorkommen, die Lernende freiwillig einbringen möchten. Niemand muss seine Familiensprache nennen oder vorsprechen. Alle Beiträge werden zusätzlich auf Englisch erklärt. Tonaufnahmen werden nicht veröffentlicht; wer eine Aufnahme üben möchte, kann sie nur lokal auf dem eigenen Gerät speichern. Ziel ist nicht, „typische“ Vertreter einer Sprache zu präsentieren, sondern sprachliche Vielfalt sichtbar zu machen.

Task: Write a 90–120 word English message explaining what your partner needs to know about participation, inclusion and privacy.

Support and differentiation

BF support card

Use this order: What? → Where? → Why here? → Possible effect? → Evidence? → Limitation?

Sentence starters: “The speaker switches from … to … when …” / “This may create … because …” / “The phrase is addressed to …” / “However, the extract alone does not prove …”

LF extension card

Connect at least two of these dimensions: linguistic form, interactional function, identity positioning, audience, power/prestige, genre/media form, counterevidence.

C1-oriented challenge: replace vague claims such as “shows identity” with precise verbs such as indexes, positions, aligns, distances, foregrounds, accommodates, stylises or negotiates where the evidence supports them.

Word-building lab

Base	Related forms	Use in analysis
identify	identity, identification, identifiable	The speaker's self-identification is made explicit...
belong	belonging	The greeting may create a sense of belonging...
include	inclusion, inclusive	The explanation makes the multilingual element more inclusive...
exclude	exclusion, exclusive	Shared knowledge can also create exclusion...
accommodate	accommodation	The shift can be read as accommodation to the audience...
stigmatise	stigma, stigmatisation	The comment reproduces a social stigma attached to the accent...

Feedback and error analysis

Self-check before submission:

Common problem	Repair move
“Accent and dialect are the same.”	Specify pronunciation versus wider vocabulary/grammar features.
“She switches because she is from X.”	Replace biography guessing with contextual evidence and cautious language.
“This proves his identity.”	Write “may index” or “can position” and explain what the evidence supports.
Long description, little analysis	After every evidence sentence, add “This matters because...”
A general claim from one personal story	Mark the source type and limit the generalisation.
Vocabulary sounds sophisticated but is imprecise	Prefer a clear B2 term you can define and apply accurately.

Peer feedback: Give one green line for a strong evidence–reasoning link and one next move that makes the interpretation more precise. Do not rewrite your partner's paragraph for them.

Transfer

Transfer question: How might multilingual public language shape who feels addressed in a place? Create a two-column note: visible evidence / possible interpretation. Then add a third column: what I still cannot know.

LF transfer: Link linguistic landscape to migration or cross-cultural encounters. Consider whether visibility alone guarantees social inclusion.

Abi-Check

Current orientation for the 2027 Baden-Württemberg cohort: The official Facherlass 2027 names On the Move: Migration and Cross-Cultural Encounters as the English focus. Questions of identity are part of the relevant sociocultural fields, and this module's multilingual identity lens can support transfer to cross-cultural encounters. Always follow the current ministry page and your course teacher for the binding set of works, exact exam organisation and school-specific sequence.

Can you do these under time pressure?

Listening: capture gist first, then select evidence instead of transcribing.
Reading: distinguish explicit information, inference and interpretation.
Analyse: connect form, context and effect with precise evidence.
Writing: develop a line of argument rather than listing ideas.
Speaking: respond, qualify, connect and repair spontaneously.
Mediation: select information for purpose and audience instead of translating line by line.
AFB II und III: BF should explain securely with guided material; LF should increasingly compare, evaluate, connect sources and work independently.

Mini simulation: You receive a 180-word interview extract in which a multilingual student discusses changing register at work and code-switching at home. In 20 minutes, write a thesis, select three evidence points, analyse one effect and formulate one limitation. LF adds a comparison with one visual or audio source.

Follow-up course

Continue with ABI - Migration, language and belonging: connect multilingual identity more directly to migration narratives, cross-cultural encounters, representation and the current Abitur focus. A second extension is ABI - World Englishes, power and representation.

Interaktive Aufgaben

Quiz: Teste Dein Wissen

What does accent mainly refer to? (Pronunciation patterns) (!Grammar and vocabulary only) (!A person's nationality) (!A fixed level of intelligence)

What is a linguistic repertoire? (The communicative resources a speaker can draw on) (!Only a list of school subjects) (!One official national language) (!A ranking of correct accents)

What is the safest first step when analysing code-switching? (Identify the switch and its context) (!Guess the speaker's background) (!Assume the switch expresses pride) (!Translate every word into German)

Which statement best distinguishes dialect from accent? (Dialect can involve grammar and vocabulary as well as pronunciation) (!Dialect is always incorrect language) (!Accent only exists in second-language speech) (!Dialect tells you a speaker's identity with certainty)

What can register describe? (Language choices shaped by situation and purpose) (!A map of language families) (!A person's passport status) (!Only pronunciation differences)

Which analytical verb is appropriately cautious? (may index) (!proves forever) (!always reveals) (!guarantees)

What is a linguistic landscape? (Visible language in public space) (!A list of private passwords) (!A grammar exercise without context) (!A method for measuring intelligence)

What does social prestige describe in sociolinguistics? (Positive social value attached to a way of speaking) (!Objective linguistic superiority) (!The number of words in a language) (!Perfect pronunciation for all situations)

What is the key purpose of mediation? (Selecting and conveying relevant meaning for an audience) (!Translating every sentence word for word) (!Adding invented information) (!Copying the source text)

Which response best fits evidence-based analysis? (The switch may signal solidarity because it appears in a shared in-group joke) (!The switch proves the speaker belongs to one ethnicity) (!The accent is bad because it differs from mine) (!The language choice has one meaning in every context)

Memory

Code-switching	Alternating between languages or varieties in interaction
Accent	Pattern of pronunciation
Register	Style shaped by situation and purpose
Repertoire	Set of communicative resources available to a speaker
Belonging	Sense of social connection
Prestige	Positive social value attached to a variety
Stigma	Negative social evaluation attached to a feature

Drag and Drop

Ordne die richtigen Begriffe zu.	Thema
Code-switching	Alternating languages or varieties in one interaction
Accent	Pronunciation features associated with a speaker or group
Register	Style choice linked to situation and purpose
Linguistic landscape	Visible language in public space
Accommodation	Adjusting communicative behaviour toward or away from others

...

Kreuzworträtsel

Repertoire	What word describes the set of linguistic resources a speaker can draw on?
Belonging	What word names a sense of connection to a group or place?
Register	What word describes language style shaped by situation and purpose?
Prestige	What word names positive social value attached to a way of speaking?
Dialect	What word describes a variety that can include pronunciation, grammar and vocabulary?
Mediation	What word describes conveying relevant meaning for a target audience rather than translating word for word?

LearningApps

Lückentext

Offene Aufgaben

Leicht

Language portrait: Create a fictional language portrait for a made-up student using colours or symbols for languages, dialects, registers and specialist vocabularies; explain three choices in English.
Accent listening log: Use one embedded original video and note three pronunciation features or listener reactions without ranking accents as better or worse.
Linguistic landscape: Sketch two public signs from memory or invent them; analyse which audiences each sign addresses without using private photos.
Micro-analysis: Choose one fictional utterance from the mini-corpus and record or present a voluntary 60-second VOICE analysis; no upload is required.

Standard

Code-switching corpus: Write six fictional, privacy-safe utterances showing different contextual reasons for switching and annotate each with one plausible function and one alternative interpretation.
Comparative media analysis: Compare one TED/British Council video with one Wikimedia image and explain how each medium makes language and belonging visible.
Mediation task: Design a short German school notice about multilingual participation and mediate the relevant points into English for an exchange partner.
Peer feedback: Exchange one analytical paragraph, mark evidence–reasoning links and give one precise next step without rewriting the other person's work.

Schwer

Sociolinguistic inquiry: Formulate a small research question about language choice in a fictional school community, design an ethical method and predict what your data could and could not show.
Critical source comparison: Compare an academic interview, a personal talk and a visual source; evaluate how genre shapes claims about identity and belonging.
Abi writing simulation: Write a timed response linking multilingual identity to migration or cross-cultural encounters; include counterevidence and a qualified conclusion.
Concept debate: Evaluate when code-switching and translanguaging are useful analytical concepts and where the labels may simplify multilingual practice too much.

Lernkontrolle

Context transfer: A fictional employee uses formal English with a customer and a regional dialect with a colleague. Explain two possible reasons for the shift and identify what cannot be inferred about identity.
Evidence evaluation: You are given a bilingual sign and one short interview quote. Decide which claims about community language use are supported, which are tentative and which are unsupported.
Comparative analysis: Compare how a personal accent narrative and a public multilingual sign can each create or challenge belonging; integrate medium, audience and purpose.
Argumentation: Develop a balanced answer to “A shared language always creates inclusion.” Use one counterexample and a qualified conclusion.
Mediation transfer: Turn a fictional German privacy notice for a multilingual school podcast into a concise English message for visiting students, prioritising purpose and audience.
Method critique: Explain why a survey asking “Which language are you really?” could produce problematic data and redesign two questions more carefully.

Lernnachweis

For a strong learning record, show that you can:

Begriffe anwenden: define and accurately apply multilingualism, repertoire, accent, dialect, register, code-switching, belonging, prestige and stigma.
Kontext analysieren: connect language form to audience, situation, purpose and medium.
Belege nutzen: support claims with precise textual, visual or audio evidence.
Vorsichtig interpretieren: distinguish plausible interpretation from stereotype or unsupported biography.
Kompetenzen verknüpfen: combine listening/viewing, reading, speaking, writing and mediation.
BF/LF differenzieren: meet your course lane's expected breadth, independence and analytical depth.
Quellen prüfen: verify media/source information and document permitted AI assistance rather than outsourcing the final response.
Datenschutz beachten: use fictional data or consent-based, private material and avoid unsolicited uploads.

OERs zum Thema

Wikipedia overview:

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