Universitetet i Agder: UiA Journal System
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Apprendre les langues, apprendre en langues. Retour d’observation de classes finlandaises d’établissements franco-finnois
No full textL’observation des classes bilingues franco-finnois des trois grands sites finlandais, de la maternelle au lycée, permet d’observer une quantité d’éléments sur l’interaction existant entre le comportement des élèves et celui des professeurs, mais également la panoplie des modalités immersives d’enseignement. Nous verrons ce que sont ces modalités, au nombre de quatre, et comment les professeurs trouvent bénéfice à les employer en fonction d’objectifs précis et de réponse à des besoins bien identifiés. 
“English is a language that almost everybody will know or should know:” : Children's perceptions of global English
No full textHerværende artikel undersøger børns personlige oplevelser med og mening om engelsk i deres liv i en kontekst, Danmark, hvor engelsk traditionelt set regnes som et fremmedsprog. Enogtyve danske børn i alderen 8- 12 deltog i studiet som benyttede en multimodal emisk metode ved at inddrage sprogportrætter og interviews. Engelsk var som det eneste sprog udover dansk repræsenteret i alle portrætter, hvilket viser at også børn finder engelsk særdeles vigtigt og forstår den globale betydning sproget har. Studiet viser dog, at de deltagende børn havde meget forskellige syn på engelsk. Nogle var frusterede over engelsk og syntes det var svært at lære mens andre kunne betegnes som tosprogede, som brugte engelsk lige så meget som dansk. Resultaterne bekræftede, at engelsk stadig er et fremmed- snarere end andetsprog i den specifikke traditionalle fremmedsprogskontekst (Danmark) Studiet har implikationer i klasseværelset, hvor det synes vigtigt, at undervisere bliver bekendte med s elevernes extramurale engelske interesser og deres læring heraf, så de kan differentiere undervisningen (Sylvén, 2022). Derudover har vi brug for flere længdestudier til at belyse børns hodling til og oplevelser med global engelsk.The present study explores young children’s experiences with and perceptions of English in their personal lives in a traditional EFL context. Twenty-one Danish children (between the age of 8-12) participated in the study. A multimodal emic approach was employed using language portraits and interviews. As the only language besides Danish (L1), English figured in all portraits thus illustrating the great importance placed on English by all children, recognizing its status as a global language. However, the participating children experienced and viewed English very differently. Findings of the present study ranged from perspectives where learning and using English was found to be frustrating and difficult, to bilingual perspectives where English was engaged with more or just as much as the first language (Danish). This confirmed arguments that to some English is still a foreign language in traditional EFL contexts. Some implications were connected to this. It seems key that teachers become familiar with the extramural English interest of their students as well as their learning trajectories. This way they will be better able to differentiate their teaching (Sylvén, 2022). Moreover, more longitudinal research is needed to provide insights into children's perceptions of global English and the factors that affect this
Multilingualism in English textbooks in Austria, Norway and Spain
No full textThis study analyses to what extent English textbooks from three European countries, Austria, Norway and Spain, reflect curriculum aims about multilingualism in national curricula and educational research on multilingualism more broadly. Six textbooks for lower secondary school were analysed focusing on texts and tasks that encourage students to make use of and reflect on their language repertoire. Findings from the textbook analysis show that the students’ language repertoires are in most cases ignored and only one of the six textbooks analysed contains any tasks that invite students to make use of their whole language repertoire. None of the textbooks contain texts or tasks concerning attitudes towards languages or multilingualism as a resource. The article calls for greater attention among textbook developers to curricular aims and current educational research concerning multilingualism. This is a precondition for textbooks to fulfil the desired function as agents of change promoting key pedagogical developments
Book Review Science meets Philosophy: What makes Science divided but still significant?
No full textRecent book by Hans Christian Garmann Johnsen
The Future of Workplace Innovation: EUWIN International Conference
No full textThis international conference calls upon researchers, policymakers, and practitioners to engage in a dialogue. As we discuss, debate, and learn from each other’s experiences, the conference will underscore the imperative of participation and learning, ensuring that workplace innovation remains central to Europe's competitive edge.
For those interested in contributing to or attending this discussion, registration and call for abstracts are now open. Please visit The Future of Workplace Innovation for registration details and Call for Papers to submit your abstracts.  
Fostering Plurilingual Competence in Norwegian Lower Secondary Schools: Cross-linguistic Awareness in Bilingual Language Support Classes
No full textThis article investigates the use of the home language in bilingual subject instruction in Norwegian lower secondary schools and its role in raising cross-linguistic awareness and strengthening students’ plurilingual competence. Being a transitional language support offer, bilingual subject instruction has the potential to equip students with competences needed in mainstream schooling, as well as prepare them to use their holistic linguistic repertoires according to changing circumstances and needs. The study follows a qualitative research design and introduces spoken data from three classroom contexts. The analysis features dyadic interactions between one bilingual Polish teacher and three lower secondary students with Polish heritage, recorded during individual bilingual subject instruction classes. The findings show that the teacher uses an array of practices to uncover tacit linguistic knowledge and create new links between the language systems. Simultaneously, the home language plays a crucial role in metalinguistic activity and provides the students with a base for subject knowledge and understanding. The study contributes to the field of multilingual education by highlighting the bilingual teacher’s practices that lead to metalinguistic reflection and equip students with plurilingual competence
Å sammenligne grammatiske trekk i elevenes språk – lærerrefleksjoner fra en studie i grammatikk- og flerspråklighetsdidaktikk
No full textThe article explores the reflections of five teachers after carrying out an awakening-to-languages-approach (éveil aux langues) to grammar teaching in Norwegian as an upper secondary subject. It is a design-based study at the intersection between plurilingualism and grammar teaching that stems from the need for more practical research on grammar teaching and on how the resource perspective on plurilingualism can be operationalized. The data consists of the teachers’ oral and written evaluations after completing a course of teaching in which the students worked in groups with language comparison tasks. The article’s overarching question is: How do the teachers in this study reflect on comparing grammatical features in the students’ different languages in grammar teaching? The overarching question is operationalized through two research questions (1) What forms of language awareness among the students emerge in the teachers’ reflections on what the students have learned and experienced from comparing grammatical features in their own and their fellow students’ languages? (2) What challenges do the teachers experience with this teaching approach?
The findings indicate that language comparison, according to the teachers, increases the students’ metalinguisticawareness, and using the students’ own languages and language variants for this purpose increases the students’ criticallanguage awareness. At the same time, the teachers experience that the teaching is difficult to carry out due to their own lack of competence, time and subject constraints in the subject Norwegian, and the students lack of knowledge of and experience with comparative approaches to grammar.Artikkelen belyser fem læreres refleksjoner etter en gjennomført flerspråklighet-som-ressurs-tilnærming (éveil aux langues) til grammatikkundervisning i norskfaget på videregående skole. Det er en designbasert studie i skjæringspunktet mellom flerspråklighetsdidaktikk og grammatikk-didaktikk som springer ut fra behovet for mer praksisnær forskning på grammatikkundervisning og på hvordan ressursperspektivet på flerspråklighet kan operasjonaliseres. Datagrunnlaget er lærernes muntlige og skriftlige evalueringer av et undervisningsforløp der elevene arbeidet i grupper med språksammenligningsoppgaver. Artikkelens problemstilling er: Hvordan reflekterer lærerne i denne studien rundt det å sammenligne grammatiske trekk i elevenes ulike språk i grammatikkunder-visningen i norskfaget? Problemstillingen er operasjonalisert gjennom to forskningsspørsmål: (1) Hvilke former for språklig bevissthet hos elevene kommer fram i lærernes refleksjoner om hva elevene har lært og erfart av å sammenligne grammatiske trekk i egne og medelevenes språk? (2) Hvilke utfordringer opplever lærerne med arbeidsmåten?
Funnene indikerer at språksammenligning, ifølge lærerne, øker elevenes metaspråklige bevissthet, og når elevenes egne språk og språkvarieteter brukes, øker elevenes kritiske språkbevissthet. Samtidig opplever lærerne at undervisningen er vanskelig å gjennomføre på grunn av egen mangelfull kompetanse, tid- og emnetrengsel i norskfaget, og elevenes mangelfulle kunnskap om og erfaring med komparativ grammatikk
Emergent plurilingualism and metalinguistic awareness in primary school
No full textThis paper aims to present some of the results from a project conducted in primary schools within a bilingual area in northern Italy, focusing on enhancing language skills and metalinguistic awareness. The project is inspired by the “Éveil aux langues” approach as represented in the FREPA/CARAP project (Candelier et al., 2012) and the studies conducted by Andorno and Sordella (Andorno & Sordella 2017, 2018). It took place during the 2021-22 school year in three classes at a primary school in the province of Bolzano, Italy. In this multilingual region there are at least two languages of instruction (German L1/L2 and Italian L1/L2 respectively). Children from international/migrant backgrounds are learning these languages as their L2/L3/LX, presenting a challenge for teachers who need to adapt their classroom practices for newly arrived pupils. 
Évaluer les compétences en langues familiales : premières analyses et pistes de recherche dans le cadre d’un projet collaboratif européen
No full textThis article is part of the work on plurilingual approaches to languages and cultures. It is based on resources for assessing family language skills collected and co-constructed as part of a collaborative project with representatives of education policies in different European contexts. These resources examine the role of family languages in education systems, at the time of reception of pupils and throughout the educational pathways of bilingual or plurilingual pupils. This initial analysis explores new models in language teaching for the assessment of language skills, combining language skills, reference systems and tools in line with the plurilingual repertoires of the pupils and aiming to free themselves from ideologies of domination and minorisation of languages. Finally, the article looks at collaborative research methodologies that help to break down the barriers between the practices of actors from different professional fields in education (teachers, supervisory and management staff, researchers) in the co-construction of the co-construction of knowledge and the sharing of values of equity and democracy.L’article s’inscrit dans la continuité des travaux sur les approches plurielles en langues-cultures. Il prend appui sur des ressources pour l’évaluation de compétences en langues familiales recueillies et coconstruites dans le cadre d’un projet collaboratif avec les représentants de politiques éducatives de différents contextes européens. Ces ressources interrogent la place des langues familiales dans les systèmes éducatifs, au moment de l’accueil et tout au long du parcours de l’élève bi/plurilingue. De premières analyses des échanges au moment des étapes collaboratives du projet mettent au jour l’évolution des modèles en didactique des langues concernant l’évaluation des compétences en langues, croisant référentiels et outils à hauteur des répertoires plurilingues des élèves et visant à s’affranchir d’idéologies de domination et de minorisation des langues. Enfin, l’article questionne les méthodologies collaboratives de recherche permettant le décloisonnement des pratiques des acteurs de différents domaines professionnels en éducation (enseignants, personnels d’encadrement et direction, chercheurs) dans la coconstruction de savoirs et le partage de valeurs d’équité et de démocratie