Between Participation and Disturbance: Multilingual Repertoires of Students in Special Schools for SEBD

Abstract

Multilingual students’ repertoires are often framed either as resources for participation or as possible sources of difficulty, yet their situated use in special education remains underexamined. This study investigated how students in German special schools for social, emotional and behavioral development (SEBD) mobilized migration-related multilingual repertoires to address practical interactional problems and how situational conditions shaped the functions and consequences of these practices. A multi-sited ethnography was conducted in six SEBD special schools in the Rhine-Ruhr metropolitan region (North Rhine-Westphalia) between April 2024 and March 2025. Data comprised participant observation, written and talking fieldnotes, and informal ethnographic conversations. They were analyzed through a constant-comparative approach informed by reflexive grounded theory. Six recurring practice types were grouped into four result domains: Participation and Meaning-Making, Relational Positioning and Communicative Accessibility, Affective Mobilization and Counter-Positioning, and Navigation of Institutional Language Orders. Repertoire use had no fixed inclusive, disruptive, or resistant function. Its meaning emerged within interaction and changed with participation structures, public visibility, adult comprehension, and peer responses. In SEBD settings, migration-related linguistic marking and behavioral interpretation could reinforce one another. Multilingual practices should therefore be analyzed sequentially and situationally rather than treated as direct indicators of competence or disturbance.