Biographical perspectives on language ideologies in teacher education

Universities represent spaces where language ideologies are taken up, modified, and transformed. The monolingual orientation of most universities contributes to the (re)construction inequalities between students perceived as “native speakers” others labelled “non-natives”. Therefore, can be a challenge for linguistically minoritized if their multilingual practices not accepted legitimate. Linking biographical with sociolinguistic educational theories, this article focuses on experiences student teachers who aspire work German in Austria. research is based interviews. Through comparison three different cases, which interviewees describe personal hierarchies, elaborates following: how biographies shaped by ideologies; processes inclusion exclusion teacher education linked practices; position themselves against make sense biographies. In concluding section, makes an argument relevance theory methodology institutions.