1,720,963 research outputs found
Teaching English as a Foreign Language in the Multilingual Classroom
No full textThis master’s thesis is about multilingualism in English teaching. There is an increasing number of multilingual pupils in the Norwegian school, something that provides diverse classrooms with different kinds of needs for facilitation than earlier when most of the students had Norwegian as their first language (L1). In Norway, all pupils have the right to adapted education and to be included in a learning community (Opplæringslova, 1998). Multilingual pupils who participated in English teaching in the Norwegian school may have English as their first language (L1), second language (L2), or third language (L3 or additional language). These students may have other needs than, for example, those students who have Norwegian as L1 and are learning English as L2. Therefore, I think it is important to gain insight into how English teachers can facilitate inclusive teaching in the multilingual English classroom. This micro ethnographic study is aiming to explore how six English teachers from three different parts of the country approach multilingualism in English teaching. My research question is as follows: How do Norwegian English teachers relate to multilingualism in the EFL classroom? This thesis has a qualitative research design, where I use semi-structured interviews as primary data. The participants come from six schools, half of which are located in the Oslo area, and the last three are in western Norway and in northern Norway. The thematic analysis shows some main findings… teachers seem to focus on multilingual students’ English proficiency, but it is difficult for them to name ways in which other languages can be a resource in English teaching as a result of these findings, the study shows that there is a need for a clearer awareness and more knowledge about how English teachers can use students’ first language in English teaching
A multilingual approach in the EFL classroom A micro-ethnographic study of multilingualism in the English Foreign Language Classroom
Full text linkThis thesis aims to explore how multilingualism in the English Foreign Language (EFL) classroom is approached in a lower secondary school in Norway, from an information-rich case. This paper investigates how teachers conceive and approach multilingualism by observing the classroom discourse. Moreover, the study delves into complex aspects within the classroom to explore the affordances of a multilingual approach. This study employs a qualitative approach embedded with ethnographic characteristics allowing an in-depth examination of the complex phenomenon multilingualism. The data collection methods utilized in this study are observations in two classrooms and interview with the Foreign Language teacher. The data collected was then analysed holistically in order to paint a full picture of the classroom culture.
The findings indicate that language use within the focal case is predominantly determined by pedagogical choices and encouragement of additional languages. The findings suggest that pupils utilise their linguistic repertoire when grouped together in language pairs, and that through a multilingual design engagement and investment promotes exploration of their identities. Lastly, the findings also showed that assessment practice and participant structure constrained to a degree a full multilingual approach.
Consequently, the study suggests that designing multilingual lessons requires teachers to be aware of their own position in relation to linguistic diversity and multilingualism to scaffold and recognize the needs of the pupils. Linguistic diversity and social justice should establish the foundation for teaching practices. This shift necessitates teachers to critically examine their language ideologies and attitudes to implement translanguaging strategies that facilitate pupils to draw on their linguistic repertoire, thereby developing their metalinguistic awareness within the classroom. Lastly, I argue that current assessment practices established need revision and operationalisation to affirm and promote multilingualism as a resource through formative assessment
Exploring Multilingualism in ELT: Translanguaging in Northern Norway
Full text linkThis study examines the use of translanguaging practices in a 5th grade English classroom in Northern Norway. The study seeks to investigate the perception and implementation of translanguaging practices in English language learning among pupils and teachers. Data was collected through observations, a teacher interview, a focus group interview with three pupils, and the collection of classroom artifacts such as pictures of instructional materials and books.
Findings suggest that both pupils and teachers are curious about the use of diverse languages within the classroom. However, teachers lack knowledge of how to effectively incorporate translanguaging strategies into their classroom. Additionally, pupils fear exclusion from their peers through the use of different languages in and outside of school. Moreover, the study revealed that translanguaging was mostly observed among the dominant languages, Norwegian and English, while minoritized languages were largely neglected during classroom interactions, potentially hindering the linguistic and cultural development of pupils from diverse language backgrounds.
The findings of this study contribute to the increasing amount of research on translanguaging in educational settings and emphasize the significance of supporting multilingual pupils in their linguistic and cultural development. Additionally, the study suggests that teachers’ advanced and further education programs should prioritize knowledge of multilingualism. This knowledge would enable teachers to effectively use the diverse linguistic abilities of their pupils to enhance language learning outcomes. Furthermore, teachers should clearly communicate their expectations about language use to prevent exclusion as well as foster a positive environment that encourages pupils to fully use their language repertoires
Engelskundervisning i det flerspråklige klasserommet
Full text linkThis master’s thesis is about multilingualism in English teaching. There is an increasing number of multilingual pupils in the Norwegian school, something that provides diverse classrooms with different kinds of needs for facilitation than earlier when most of the students had Norwegian as their first language (L1). In Norway, all pupils have the right to adapted education and to be included in a learning community (Opplæringslova, 1998). Multilingual pupils who participated in English teaching in the Norwegian school may have English as their first language (L1), second language (L2), or third language (L3 or additional language). These students may have other needs than, for example, those students who have Norwegian as L1 and are learning English as L2. Therefore, I think it is important to gain insight into how English teachers can facilitate inclusive teaching in the multilingual English classroom. This micro ethnographic study is aiming to explore how six English teachers from three different parts of the country approach multilingualism in English teaching. My research question is as follows: How do Norwegian English teachers relate to multilingualism in the EFL classroom? This thesis has a qualitative research design, where I use semi-structured interviews as primary data. The participants come from six schools, half of which are located in the Oslo area, and the last three are in western Norway and in northern Norway. The thematic analysis shows some main findings… teachers seem to focus on multilingual students’ English proficiency, but it is difficult for them to name ways in which other languages can be a resource in English teaching as a result of these findings, the study shows that there is a need for a clearer awareness and more knowledge about how English teachers can use students’ first language in English teaching.Denne masteroppgåva handlar om fleirspråklegheit i Engelskundervisninga. Det er ei aukande mengd fleirspråklege elevar i den norske skulen, noko som gir mangfaldige klasserom med ulike slags behov for tilretteleiing enn slik det var tidlegare då dei aller fleste hadde norsk som sitt førstespråk (L1). I Noreg har alle elevar rett til tilpassa opplæring og å verte inkluderte i eit læringsfellesskap (Opplæringslova, 1998). Fleirspråklege elevar som deltek i engelskundervisning i den norske skulen kan ha engelsk som sitt førstespråk (L1), andrespråk (L2) eller tredjespråk (L3, ofte brukt om alle språk som blir lært etter tredjespråket). Desse elevane kan ha andre behov enn til dømes dei elevane som har norsk som L1 og lærer engelsk som L2. Difor synes eg det er viktig å få innsikt i korleis engelsklærarar vel å legge til rette for ei inkluderande undervisning i det fleirspråklege engelsk-klasserommet. Denne mikroetnografiske studien har hatt som mål å utforske korleis seks engelsklærarar frå tre ulike delar av landet stiller seg til fleirspråklegheit i engelskundervisninga. Problemstillinga mi er som fylgjande: How do Norwegian English-teachers relate to multilingualism in the EFL classroom? Denne oppgåva har eit kvalitativt forskingsdesign, der eg har nytta semistrukturerte intervju som primærdata. Deltakarane er fordelte på seks barne-og ungdomsskular, der halvparten av dei ligg i Osloområdet, og dei tre siste på Vestlandet og i Nord-Noreg. Den tematiske analysen syner nokre hovudfunn. Eit av hovudfunna er at lærarane ser ut til å fokusere meir på den engelske kompetansen til dei fleirspråklege elevane, men at det er vanskeleg for dei å skildre korleis andre språk kan vere ein ressurs i engelskundervisninga. Som ei fylgje av desse funna syner studien at det er behov for ei tydelegare bevisstgjering og meir kunnskap om korleis engelsklærarane kan nytte elevane sitt morsmål som ressurs i engelskundervisninga.publishedVersio
English, Multilingualism, and Culture: A Study on English Teaching and Learning in Reception Classes
Full text linkThis thesis sheds light on multilingualism and the English subject in reception classes. The aim of this study was to provide answers to what attitudes and classroom practices teachers and students have towards the use of multilingualism when teaching and learning English in reception classes. In addition, another aim was to investigate to what extent, and why, students’ cultural backgrounds are acknowledged when learning English in reception classes. Immigration is predicted to increase in Norway (Keilman, 2023), and the Education Act §2-1 (1998) states that all students, including newly arrived students, have the right to adapted education. Given this information and the Education Act (1998), this research is both relevant and necessary to explore. This is a qualitative study, and the research methods included observations and interviews of both a teacher and her students. The findings indicated that the teacher held and displayed positive attitudes towards multilingualism in her lessons. Her classroom practices would regularly include students’ multilingualism. The students, on the other hand, held divided attitudes: a majority seemed to be positive towards the inclusion of their languages, while others were not as positive towards this. The classroom practices did, however, indicate that the students use their other languages for support in English. Furthermore, the teacher regularly included students’ cultural backgrounds in the lessons, using it as a pedagogical tool to create an inclusive classroom. The findings were further interpreted and discussed in light of the theoretical framework and previous research. This study suggests that both referring to and including students’ multilingualism and cultural backgrounds is something teachers can regularly do, and that this in turn could create a more inclusive classroom. In addition, multilingualism can be used as a resource for students who appear hesitant and in need of additional support. Furthermore, the outcome of this study suggests that teachers can create lessons that their students appreciate by referring to their cultural backgrounds
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
No full textTranslanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically majoritized and minoritized students were learning English as an additional language. Data are drawn from four months of linguistic ethnographic fieldwork at a Norwegian upper secondary school and include field notes, video and screen recordings, texts, language portraits, and teacher and student interviews. I found that translanguaging was marked in two largely separate ways: (1) bilingual English-Norwegian practices were more frequently marked in accelerated and mainstream settings, in relation to students’ perceived English proficiency level; whereas (2) translanguaging drawing on minoritized languages was more consistently marked in all three settings as a deviation from majority linguistic practices, thus distinguishing majoritized (English-Norwegian) from minoritized translanguaging. Implications include the importance of analyzing translanguaging in relation to locally salient discourses and contextualizing pedagogical interventions in larger struggles for justice
“When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters
Full text linkThe aim of this article is to investigate ethical and aesthetic dimensions of
negotiating linguistic differences between researchers and participants in the initial
research consent process, based on data from a collaborative research project in
adult basic education for immigrants, in which a large number of students initially
refused to participate. First, we interpret negotiations of consent as relational acts,
where teachers and multilingual staff facilitated moral proximity through their
affinity or shared biography with students, allowing us to move from anticipated
difference to events of subjectivity. Second, we analyze research ethics protocols,
notably the standardized consent letter, as aesthetic signs that evoked an affective
response, which variously recalled unfavourable subject positions within neoliberal
or authoritarian governmentality, including memories of trauma. The dynamic
connection between aesthetics and relational ethics highlights the shortcomings of
current institutional ethics requirements, since aesthetic interpretation cannot be
fully anticipated and instead requires meaning-making in concrete relational
encounters.publishedVersio
Editorial: Researcher positionality and race in color-evasive Nordic educational contexts
No full textThe editorial introduction to the special issue on researcher positionality and race in color-evasive Nordic educational contexts frames the necessity of this inquiry into historical and contemporary forms of racism and current discourses of Nordic exceptionalism. Reflecting explicitly on researcher positionality with respect to race and Whiteness can be seen as an act of interrupting the silence and avoidance that tends to characterize Nordic educational research. The articles in the special issue are summarized and connected to these overall aims
Editorial: Researcher positionality and race in color-evasive Nordic educational contexts
Full text linkThe editorial introduction to the special issue on researcher positionality and race in color-evasive Nordic educational contexts frames the necessity of this inquiry into historical and contemporary forms of racism and current discourses of Nordic exceptionalism. Reflecting explicitly on researcher positionality with respect to race and Whiteness can be seen as an act of interrupting the silence and avoidance that tends to characterize Nordic educational research. The articles in the special issue are summarized and connected to these overall aims
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