Universitetet i Agder: UiA Journal System
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Exploring Workplace Innovation in diverse and low-skilled settings: reflections on using Critical Utopian Action Research
No full textWhat are the strengths and weaknesses of applying Action Research to Workplace Innovation in low-skilled sectors? This article reflects on an Action Research project conducted in April 2021 with participant employees from an ethnically diverse and purportedly “low-skilled” workforce of a German medium-sized company. Using the novel Nordic research method called Critical Utopian Action Research (CUAR), which emphasises utopianism, emancipation and democratic engagement (Egmose et al., 2020), the participant group was found to discuss perspectives and obstacles for workplace development. In the analysis and reflections, we present the methodological outcomes of the project and explore the nuances of implementing this specific method through the tensions between individual and group identity within “Workplace Innovation”. After a short theoretical review to contextualise Workplace Innovation within discussions of diverse and low-skilled workforces, the article offers detailed descriptions of the CUAR process undertaken. Following analysis of the difficulties encountered applying CUAR to Workplace Innovations in this context, the article concludes by addressing the importance of adapting the procedure and exercises of (Critical Utopian) Action Research to small-sized research projects. It further illustrates the method’s potential to promote a socially-driven and participatory approach to Workplace Innovation, whilst emphasising the need for more research projects in this area to be conducted for (and with) workforces considered both “low-skilled” and ethnically diverse
Co-creating New Dancefloors Through a Parallel Organisation: Workplace development through union-management cooperation in public the sector
No full textAcross industries, union density is under great pressure from different forms of organisations and, in many ways, a more individualised working life. Employee relations within the public sector have undergone a transition due to privatisation, decentralisation, and the adoption of quality management approaches. Employee relations in Nordic countries are strongly embedded in national regulations and agreements. However, research on workplace development within the public sector rarely includes discussions of the union role. The Nordic model perspective acknowledges that the different social parties share interests and visions, and it promotes a collective effort when workplace development is sought. This paper poses the question of how public organisations can change the “boxing and dancing” behaviour in union–management relationships through the establishment of a parallel organisation (PO). The PO serves as a different organisational mode when the operating organisation is unable to successfully deal with certain prevailing issues, where knowledge rather than authority should determine decisions. The findings show that the PO creates a “dancefloor”, less confined by bureaucratic barriers, where unions and managers co-create new relations. In addition, participants experience more enhancement of their roles, and their focus towards developing their workplace collectively is more prominent. Our findings contribute to the industrial relations literature by proposing POs as a tool for building relations between unions and managers in a public organisation. Our paper also contributes to the PO literature by proposing that the inclusion of unions in a PO can be crucial when attempting to transfer outcomes into the operating organisation
The positive employment impact of the Liideri programme
No full textThe Finnish TEKES and later Business Finland invested in the Liideri programme. This programme supported firms to improve workplaces with the idea that better quality of work would enhance the performance of these firms. The programme was conducted in the period 2012-2018. After finalisation, an external evaluator looked at possible benefits. This evaluation showed the positive impact of the programme in general on turnover and employment. It is unclear what the programme meant for quality of work. This article digs deeper into the employment impact. The evaluation in 2020 undervalues the societal benefit of the programme. A closer look at this employment impact shows that Liideri delivered a positive return-on-investment during the programme's lifetime. Even with many issues still not understood, the evaluation shows the importance of conducting such major workplace innovation-driven initiatives
Reflexiones sobre la idea de comunicatividad para la clase de español como lengua extranjera en Noruega
No full textThis article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions.
Keywords: teacher cognition, Spanish as a foreign language, curriculum reform, teacher development, communicative language teaching.
RESUMEN
Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias.SUMMARY
This article is to be conceived as a reflection on communicative oriented foreign language teaching in Norwegian compulsory education. More specifically, the objective is to succinctly examine some key aspects in the implementation of a communicative approach in the Spanish as a foreign language classroom. Based on existing research on foreign language teaching in Norway, it can be affirmed that despite the communicative paradigm initiated half a century ago, the implementation of communicative oriented practices in lower secondary school is limited. This is due, among many other factors, to the strong impact that language teacher schooling beliefs exert on teaching practices over the theoretical principles upon which the curricular reform is based (Kunnskapsløftet-K06). Thus, the success of the recent curricular renovation (Fagfornyelsen-K20) lies in part on how language teacher development programs, both pre-service and in-service, convey the communicative oriented teaching principles to engage teachers in a critical reflexive process of cognition articulation. This reflection examines these principles and suggests an eventual approach for teacher development programs to facilitate the challenge that students face when establishing connections between theory and practice and the articulation of their cognitions.
RESUMEN
Este artículo se concibe como una reflexión acerca de la idea central de comunicatividad en la enseñanza de lenguas extranjeras en la educación reglada noruega. Más concretamente, el objetivo es examinar sucintamente los aspectos clave en la implementación de un enfoque comunicativo en la clase de español como lengua extranjera (ELE). Desde la conjunta investigación en didáctica de lenguas extranjeras en Noruega, se constata que cinco décadas después del inicio del paradigma comunicativo, la enseñanza de lenguas en la escuela secundaria noruega muestra una limitada orientación comunicativa. Uno de los factores que explican este fenómeno es la fuerte influencia que ejercen las creencias de los profesores originadas en su periodo de escolarización por encima de los principios teóricos sobre los que se sustenta la reforma educativa vigente (Kunnskapsløftet-K06). El éxito de la nueva renovación educativa (Fagfornyelsen-K20) radica parcialmente en cómo los programas de desarrollo docente, tanto de manera inicial como continua, vehiculan los principios de la enseñanza comunicativa para que los profesores participen en procesos de reflexión crítica en la articulación de sus creencias. Esta reflexión examina estos principios y sugiere un eventual acercamiento en los programas de formación que facilite el reto al que se enfrentan los estudiantes de relacionar conceptos teóricos con su implementación práctica y la articulación de sus creencias
A framework for characterizing communication-oriented ELT textbooks
No full textTextbooks hold a fundamental position in English Language Teaching (ELT). Today, their main aim is to contribute to the development of the learner’s communicative competence. This paper sets out to set the basis for constructing a framework for characterizing ELT textbooks, in terms of their opportunities to promote communicative competence. In order to provide a theoretical foundation for the framework, it first introduces the notions of input (Krashen, 1989) and output (Swain & Lapkin, 1995). Then, it presents two influential models of communicative competence, i.e., those of Canale and Swain (1980), and the Common European Framework for Reference of Languages (Council of Europe, 2001, 2018). Following that, it presents two significantly quoted sets of principles for the study of learning materials in Communicative Language Teaching (CLT), i.e., the principles of Richards and Rodgers (2014) and Nation (2007). Building on the models and principles, the paper suggests eleven criteria for characterizing communication-oriented ELT textbooks, covering input in the form of topics and texts, and output in the form of activities. A short discussion of the main affordances of the suggested framework is provided at the end of the article.
Keywords: communicative competence, ELT textbooks, textbook analysis, communicative language teaching (CLT).
 
Norwegian in-service teachers’ perspectives on language corpora in teaching English
No full textThis study aims to explore potential reasons why the use of the tools and methods of corpus linguistics are not prevalent in English teaching in Norway, using the research question What do in-service English teachers in Norway find useful about corpora and what do they find challenging? The study provides interview data from in-service teachers, contributing to our understanding of the in-service perspective on corpora. The research design consists of teaching corpus use in seminars for in-service English teachers (featuring LancsLex, the concordancer AntConc and the OANC), integrated into a language course that is part of a further education programme, and semi-structured interviews with four of the students who took the course, during which they also interacted with Netspeak, SKELL and COCA. As with previous research, the in-service teachers found corpora particularly useful for teaching and learning vocabulary, and found challenges to use which are categorized here as usability (criticism of AntConc), IT challenges (a lack of IT skills among teachers), learner-corpus interaction challenges (the complexity of software and concordance lines for pupils; pupil uninterest in language), and lack of teacher need (mistakes being “obvious” to teachers in the lower years). The article discusses some implications of these findings.
Keywords: English language teaching, pedagogical corpus application, corpora
 
Error Analysis in Academic Writing. A Case Study of BA Students Enrolled in a Norwegian Didactics Course
No full textThis article investigates different types of language errors performed in a written summative exam by ten BA students enrolled in an elective Norwegian Didactics course in Romania. The corpus comprising the students’ exam papers was analysed qualitatively to identify various types of errors. The theoretical model suggested by Gass & Selinker (1994) was used to discuss issues of error analysis. A survey was then conducted to receive student feedback on the reported errors in the texts. Findings indicate that students make both inter-lingual and intra-lingual errors and that error analysis can be helpful when designing L2 Norwegian instructional materials.
Keywords: error analysis, foreign language teaching, language transfer, language distance, writing skills, Norwegian, Romanian.
 
The link between multilingualism, language learning and open-mindedness in secondary school students in Norway
No full textA positive link between open-mindedness and multilingualism suggested in intercultural psychology research (e.g., Dewaele & Botes, 2020; Korzilius et al., 2011; Dewaele & Oudenhoven, 2009) has also been implicitly assumed in Norway’s Core Curriculum (NDET, 2017) and in the curricula for English (NDET, 2019a) and Foreign Languages (NDET, 2019b). However, little empirical research has been conducted to explore how becoming multilingual, especially through learning foreign languages at school, can be connected to the development of students’ open-mindedness. The present study addresses this gap by exploring open-mindedness in lower secondary school students (n=593) learning one or two foreign languages in school. In addition, other factors related to students’ multilingualism, such as their multilingual identity, migration background, experience living abroad and having friends with home languages other than Norwegian, are also considered to better understand the complex relationship between open-mindedness and multilingualism in the school context. By analysing the data collected with the Ungspråk questionnaire (Haukås et al., 2021a), the study reveals no particular relationship between open-mindedness and students’ migration background and experience of living abroad. However, it indicates that open-mindedness is positively linked to L3 learning at school, multilingual identity and having friends who use other languages at home. These findings have significant pedagogical implications suggesting that promoting learning a second foreign language at lower secondary school, developing students’ self-identification as multilingual and encouraging the interaction with peers speaking further languages may contribute to the enhancement of open-mindedness among students.
Keywords: open-mindedness, multilingualism, multilingual identity, foreign language learning, L2, L