Universitetet i Agder: UiA Journal System
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Multilingualism in curriculum reform (LK20) and teachers’ perceptions: Mind the gap?
No full textThe present study investigates the dichotomous relationship between the official language policies celebrating multilingualism in education on the one hand, and the practice field facing practical challenges concerning their students’ multilingualism on the other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 and focus groups of teachers were used to investigate two research questions; 1) Which aspects of multilingualism are represented in the core curriculum and in the subject curricula of English, Foreign languages and Norwegian in LK20? and 2) How are aspects of multilingualism in LK20 perceived by teachers of English, Foreign languages and Norwegian?
The findings indicate that there is a gap between the intentions of the ideological curriculum and the perceived and experiential curricula of teachers and students (Goodlad, 1979). When LK20 states that “All pupils shall experience that being proficient in a number of languages is a resource, both in school and society at large”, the teachers report that this normative assumption may place too much responsibility on different stakeholders such as students, as some are reluctant to display their multilingual repertoires in class. Furthermore, although the intentions at the ideological level of LK20 seem clear, the operational level remains unclear, since how this claim is to be applied in the classroom is not specified. This, in addition to the fact that multilingualism is conceptualized in a different way in the three language subject curricula of English, Foreign Languages and Norwegian, may explain why teachers report that, despite being positive towards linguistic diversity, they are insecure concerning the operationalization of multilingualism in their classrooms.
Keywords: multilingualism, plurilingualism, operationalizations of multilingualism, language policie
Vg2-elevers kontakt med spansk i fritiden: «Det er morsommere å se serier når du skjønner litt spansk»
No full textArtikkelen presenterer funn og analyse av siste del av en tredelt undersøkelse om spanskelevers kontakt med spansk språk og spanskspråklig kultur i fritiden. Undersøkelsen ble gjennomført i tidsrommet 2015-18. Den siste delen fant sted skoleåret 2017-18 og bestod av kvalitative intervjuer av 24 elever som hadde spansk nivå II som fellesfag. Målet var å finne konkrete eksempler på hvordan spanskelever i en norsk skolekontekst går fram for å komme i kontakt med spansk utenom klasserommet. Med utgangspunkt i et sosiokulturelt perspektiv på læring, rettes oppmerksomheten spesielt mot hvordan den økte digitaliseringen av samfunnet har betydning for i hvilke situasjoner og kontekster elevene møter spansk og hvilke spanskspråklige kilder de har tilgang til og benytter seg av.Intervjuene ble gjennomført i to omganger med fem måneders mellomrom. Resultatene fra første intervjurunde viste at elevene i stor grad, men ofte mer tilfeldig, er i kontakt med spansk i digitale omgivelser, og stort sett gjennom musikk, filmer og tv-serier produsert i USA. Vi fant også at de bevisst utnytter sine forkunnskaper i engelsk i møte med autentisk spansk. I andre intervjurunde utdypet elevene hvordan den angloamerikanske populærkulturen ofte fungerer som en døråpner for kontakt med spansk og spanskspråklig kultur. Funnene våre viser at digitale verktøy, engelsk språk og kulturuttrykk fra USA synes å være viktige medierende redskaper for elevenes egen språkutvikling og eget spanskspråklig kulturkonsum
El uso de narraciones para estudiar la influencia interlingüística en la producción de aprendices noruegos de español como L3
No full textLa influencia interlingüística (IIL) en la mente de los hablantes es una de las piezas fundamentales para comprender los procesos cognitivos de aprendizaje y producción de una segunda o sucesiva lengua. En este artículo se exponen ciertos aspectos metodológicos y cognitivos del uso de narraciones escritas para investigar fenómenos de IIL en la producción de lenguas extranjeras. La efectividad del método se ilustra en los casos de transferencia lingüística identificados en la producción de textos escritos por estudiantes de español L3 en institutos de bachillerato noruegos. Los resultados del análisis apuntan a retos para superar conceptualizaciones altamente afianzadas por el uso de la L1 y la L2 que dificultan la expresión de ciertas representaciones mentales durante la producción de la L3, en concreto las que involucran el uso de verbos de movimiento (ej. “ir”, “saltar”, “entrar”, etc.)
Innovations on a shoestring: Consequences for job quality of public service innovations in health and social care
No full textThe article examines the innovation-job quality-employment nexus in social and health care in the United Kingdom and Sweden, respectively. Through seven case studies carried out with a common methodological and analytical framework in the two countries, it shows how the constraining factors of fiscal strictures derived from budgetary regimes and chronic labor shortages have two key consequences for innovation. The first is that in the absence of room for maneuver with regard to extrinsic job quality, intrinsic job quality becomes the primary innovation arena. Here the activation of feelings and ideologies of empathy towards patients and clients and occupational/professional pride are central. The second is that most of the innovations found aimed at addressing labor shortages are ameliorative rather than solutions, leading to the development of the concept of “coping innovations.”Both of these processes are symptomatic of “innovation on a shoestring” due to structural conditions. Certain, arguably beneficial, aspects of these constraints are identified, such as activities directed towards enhancing person-centered approaches to clients/patients and colleagues, less ‘technologization’ of care contact and opening up opportunities for non-traditional occupational and social groups in health and care work. Non-beneficial aspects of these constraints include heightened work intensity and employee turnover, an overtaxing of the Florence Nightingale ethos, and incomplete or unsatisfactory training and career development programs
Los migrantes noruegos en Alicante ¿hablan español?
No full textDe siste 50 årene har tusenvis av nordmenn kjøpt bolig i Spania. De fleste sesongmigrerer mens noen få migrerer. Her analyseres noen sosiolingvistiske aspekter av kulturelle møter mellom nordmenn og spanjoler på 1970-tallet. Jeg fokuserer på hvordan språk ble til kulturell kapital der, hvilke språk nordmenn snakket der, og hvilke utfordringer norske organisasjoner og institusjoner møtte i Alicante. Teksten bygger på deler av min avhandling om transnasjonale norske migranter i Alicante (1965-2015)
Organization of multi-professional teamwork in technology-mediated work environments
No full textMulti-professional collaboration is assumed to tackle ambiguous and difficult challenges with innovative teamwork. First, expertise from many fields is needed for solving difficult problems in society and organisations, which emerge from a complicated reality. Second, tasks in working life encompass many fields, meaning that multi-professional expertise is needed. Third, the expertise has to be organised as interactive teamwork for approaching ambiguous questions. However, multi-professional collaboration is challenging, due to different knowledge bases and related working methods of each professional grouping involved, but, with digitalization, multi-professional collaboration could become more commonplace, as the technology-mediated work environment is shared by all professional groupings in the workplace. Technology tends to mainstream working patterns and practices, which could be assumed to reshape professional work and multi-professional collaboration. The article studies how multi-professional teamwork is organised in firms with an advanced technology-mediated work environment in the new media and high-technology industry. The methodological approach is qualitative and three case studies are presented. The outcome of the analysis reveals variations in the patterns of organising multi-professional teamwork, which is related to the function and position of the teams and the rationality of the firm.  
In-service teacher attitudes toward the use of the mother tongue in Norwegian EFL classrooms
No full textBecause of the lack of research on the use of the mother tongue (MT) in the English as a foreign language (EFL) classroom in European contexts, and because the topic is rarely discussed in teacher training programs, teachers often assume that students prefer an environment that makes little to no use of their MT. What complicates matters further is that while policy makers suggest maximal use of the target language (TL), European curricula for English as a subject do not contain any direct statements prescribing English as the sole language of instruction. Thus, EFL teachers who share an MT with their students often wonder to what extent and in what contexts they should employ the TL and MT. Observing four Norwegian EFL teachers in primary and lower secondary school over several lessons, this study attempts to unravel teacher attitudes towards MT use in the EFL classroom by presenting interview findings for the first time in a Norwegian setting. Additionally, the study explores whether the lack of clear guidance in the Norwegian curriculum for the subject of English regarding the use of the MT may add to the confusion among Norwegian EFL teachers as to how, when, and if the MT should be used. The results suggest that despite acknowledging the potential of the MT in the classroom, the four participants also felt guilty about its presence in their classrooms, particularly since their reported behaviours did not reflect their actual behaviours. In light of these findings, this paper suggests future research to shed light on what ratio would qualify as judicious MT use. It also highlights the importance of discussing the use of MT in EFL teacher training programs