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Abstract
In the article we argue for a subject-oriented approach to data collection and analysis in order to reconstruct perspectives of pupils with linguistically and spatially discontinuous school biographies. The paper takes an in-depth look at a narrative interview with such a pupil using the Documentary Method. On the basis of the analyzed interview passage and with recourse to praxeologically extended sociocultural theories of SLA, we derive initial implications for schools with pupils with migratory experiences. One crucial assumption is, that in order to create better educational opportunities for children with migratory experiences the school staff needs to systematically develop a contingency competence. By contingency competence we mean the sensitivity and awareness of the principle openness of human life forms and their diverse possibilities of linguistic, material and practical expression. Conclusions are drawn on what the required competences contain and how an inclusive school can be created.
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Copyright (c) 2026 Andrea Daase , Nastassia Rozum, Viktoriia Rubinets
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