10.17192/ziaf.2024.4.1.8684 Kalkavan-Aydın, Zeynep Zeynep Kalkavan-Aydın “Take on my role” – Mehrsprachige Praktiken eines non-native foreign language teachers mit Arabisch als Erstsprache Zeitschrift für Interaktionsforschung in DaFZ : Vol 4 No 1 (2024) Philipps-Universität Marburg 2024 Unterrichtsinteraktion (non-native) foreign language teachers Mehrsprachigkeit classroom interaction language alternation Fremdsprachenlehrkräfte case study multilingualism Sprachenwechsel Fallstudie 2024-09-25 2024-09-24 de JournalArticle https://journals.uni-marburg.de/0009/2024/315/8684 urn:nbn:de:hebis:04-0009-2024-315-86844 https://doi.org/10.17192/ziaf.2024.4.1 https://journals.uni-marburg.de/0009/2024/315/8684/8684.png 2750-249X application/pdf In foreign language teaching, native speakers are not always the ones teaching the target language. But what is the role of a teacher‘s multilingual skills when teaching German as a foreign language (GFL), and how are these skills used, promoted, or required by learners in the classroom? Using a case study of GFL taught to adults in Jordan, this article examines the languages, communicative strategies and multilingual practices employed by the non-native foreign language teacher. The results show that the teacher’s own multilingual profile positively influences the presence of multilingualism in the classroom. This article provides a theoretical introduction to the topic, followed by an overview of the case study and its design. In the context of foreign language teaching, the specific phases of a lesson and the reasons why teachers switch languages and use multilingualism will then be investigated using discourse analysis methods. The focus is on the teacher’s strategies during classroom interactions. 2750-249X Zeitschrift für Interaktionsforschung in DaFZ Vol 4 No 1 (2024)