The present protocol describes the background, theoretical framework and methods for a qualitative study of co-taught, Norwegian, L1 classrooms-The Seaside case. The participants are six classes and their teachers from six different schools in the Seaside municipality. All classes had one extra teacher in all 8 L1 Norwegian lessons each week, in Year One and Year Two. Co-teaching provides pedagogic potential and flexibility and can enhance students' learning. However, evidence from teacher-student ratio research is inconsistent across contexts (Solheim et al., 2017; Solheim & Opheim, 2018), and there is also a need for studies exploring connections specifically in the Norwegian school context. Our overarching research questions are: (1) What characterizes literacy practices in L1 initial co-taught literacy lessons? (2) How is the extra teacher resource utilized in L1 initial co-taught literacy lessons, and what characterizes interaction, patterns of discourse, organization and roles in the classroom (teachers and students)? (3) What are the students' conditions for participation, engagement and dialogue in L1 initial co-taught literacy lessons?

SAMMENDRAG Norske klasserom er preget av språklig og kulturelt mangfold. PIRLS 2016 dokumenterer prestasjonsforskjeller mellom norske enspråklige og flerspråklige elever på 4. og 5. trinn. For Norges del viser både enspråklige og flerspråklige elever framgang i leseskår. I denne artikkelen ser vi naermere på resultatene for de flerspråklige elevene i Norge, og undersøker hva utvalgte bakgrunnsfaktorer har å si for resultater i lesing.NØKKELORD leseprestasjon | flerspråklige elever | enspråklige elever | kjønn | leseinteresse | sosial bakgrunn ABSTRACT Norwegian classrooms are characterised by linguistic and cultural diversity. PIRLS 2016 documents differences in performance level between Norwegian monolingual and multilingual students for 4 th and 5 th graders. In Norway, both monolingual and multilingual students show progression in reading results. In this article, we examine more closely the results of multilingual students in Norway and investigate how selected background variables impact on scores in reading literacy.KEYWORDS reading achievement | multilingual students | monolingual students | gender | reading interest | social background STORT MANGFOLD I NORSKE KLASSEROMNorske klasserom er preget av et større kulturelt og språklig mangfold enn for bare noen få tiår siden. Ved utgangen av 2016 var det i aldersgruppen 6-15 år 102 900 innvandrere 1 og norskfødte med to innvandrerforeldre, noe som tilsvarer 16 pro-1. SSB definerer innvandrere som «(…) personer som er født i utlandet av to utenlandsfødte foreldre, og som har fire utenlandsfødte besteforeldre» (Statistisk sentralbyrå, 2017b).

This paper focuses on opportunities for student talk in Year One of the Norwegian L1 subject, based on observations from six classrooms (24 lessons) with two teachers in each. The analysis of the data first identifies how the lessons are organised (plenary, individual work, station work and work in groups/pairs) and then focuses on student talk within each organisational frame. The results are discussed with reference to Wegerif's (2007) concept of 'dialogic space' and Segal and Lefstein's (2016) four-level model for understanding dialogic qualities. The data reported in this paper suggest a clear contrast between the established and well-developed oracy practices at Norwegian kindergartens, which involve a high level of student participation, and highly regulated and teacher-dominated practices in Year One of Norwegian L1, offering students little opportunity to engage in oral interaction or to explore matters in their own language. While having two teachers in the classroom could have stimulated dialogic interaction, which has been shown to be effective (Clarke, Resnick, Penstein Rosé, Corno & Anderman, 2016), it actually seems to produce more discipline, more control and more student silence. One important exception from this trend is circle time, which seems to be a promising space for dialogic activities.

This study explores and analyses conditions for student participation in Norwegian Year Two classrooms. It is inspired by the concept of dialogic space (Wegerif, 2013) and by Segal and Lefstein's (2016) model for the realization of student voice. Six classrooms were observed for one week. This yielded field notes and summaries from 105 lessons across all subjects and video data from all 47 Norwegian (L1) lessons. Our analyses show that there is practically no pair or group work and that station work is predominantly silent, leaving whole-class teaching as the most prominent space for dialogue. Our analyses aim to identify events in whole-class teaching with dialogic potential, i.e., where the interaction displays features that might indicate a shift from recitation to conversation (Nystrand & Gamoran, 1991). In these conversational events, we find increased teacher dominance when dealing with disciplinary content. When students are given the floor, the focus tends to be on non-disciplinary content. Students' talk about texts and disciplinary ideas is suggested as a productive ground for creating dialogic space in early-years literacy education.

This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two-part study consisting of teachers' self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students' understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students' decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more indepth planning, (2) greater use of strategies, and (3) routines for observing and assessing.