Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway

Krulatz, Anna; Iversen, Jonas Yassin

doi:10.1080/00313831.2018.1557741

Cited by 28 publications

(17 citation statements)

References 29 publications

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“…A practical implication of this study is to focus more on how students support or constrain translanguaging in education. Much previous research has emphasized the role of teacher attitudes and knowledge about translanguaging pedagogies (e.g., García and Kleyn 2016;Krulatz and Iversen 2019;Makalela 2015;Mary and Young 2017;Schissel et al 2018), and indeed Lars indicated that such training might help him to draw on students' multilingual resources in more than a superficial manner. Given the significant role that peers played in policing minoritized translanguaging, this study brings attention to the need for not only teachers, but also students, to interrogate the language ideologies that push them to perceive majoritized language practices as appropriate in school and minoritized translanguaging-their own or others'-as antisocial, suspicious, or perhaps valuable only for communication within linguistically minoritized homes and social arenas (Alim 2007).…”

Section: Discussionmentioning

confidence: 99%

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

Ingrid

2020

Multilingua

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Translanguaging 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.

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Section: Discussionmentioning

confidence: 99%

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

Ingrid

2020

Multilingua

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“…Elif's experiences of language learning confirm research findings that suggest that teachers may not appreciate, or may fail to draw on, newly arrived students' language backgrounds (Blackledge and Creese, 2010;Burner and Carlsen, 2019;Krulatz and Iversen, 2020). While Elif did not blame her teachers for her own lack of confidence, when she talked about her son's experiences of language learning and language use, she expressed concern for his somewhat sudden rejection of his mother tongue, Turkish, from the age of 4: I was conscious that my son has his own mother tongue before I spoke Norwegian with him.…”

Section: Elif's Identity As a Language Learnermentioning

confidence: 60%

Language, citizenship and schooling: A minority teacher’s perspective

Burner

Osler

2021

London Review of Education

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In an age in which a shift towards increased authoritarianism and populism means that citizenship is defined in increasingly exclusive ways, migrant teachers’ perspectives are vital in informing inclusive educational decision making, policies and practices. We draw on the life history tradition to present the perspectives of one minority teacher, living and working in Norway. Elif, a Turkish-Norwegian, reflects on her motivations in pursuing teaching as a career. As a multilingual minority teacher, she considers the relationships between language use, citizenship and belonging. For Elif, having Turkish roots and living in Norway presents certain advantages, possibilities and challenges, both in school and society. She suggests that her intercultural experiences and multilingual skills provide her with insights that enable special relationships with minority students, whose language skills and identities she seeks to activate and demystify. She identifies tensions between the Norwegian ideal of equality, her experiences of being minoritized by her professional peers and the mechanisms of exclusion operating among teachers to the detriment of minority students. Minority teachers’ insights inform education for social justice. Including their stories avoids distorting knowledge critical to inclusive citizenship and inclusive processes of teaching and learning.

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“…He proposed that this use of translation allows newly arrived students from varying language backgrounds to participate in literacy activities right from the beginning. Krulatz and Iversen (2019) reported that newly arrived students in an introductory class in Norway demonstrated engagement in writing such trilingual identity texts in Norwegian, English, and each student's home language.…”

Section: Translation In English Language Teachingmentioning

confidence: 99%

“…Although linguistic diversity among students in Norway is increasing, there is little evidence that English teachers in Norway draw on students’ other multilingual resources (e.g., Burner & Carlsen, 2017; Flognfeldt, 2018; cf. Krulatz & Iversen, 2019).…”

Section: Study Design and Contextmentioning

confidence: 99%

Translation as Translingual Writing Practice in English as an Additional Language

Ingrid

Dewilde

2020

The Modern Language Journal

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Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethnographic methods, the study combines multiple data sources (screen recordings, classroom audio recordings, language portraits, student texts, interviews) that provide detailed insights into translation moves and participant perspectives. The findings highlight the linguistic and mediational translation strategies that structured students’ translation practices during English writing, but also reveal tensions in students’ orientations to translation. Despite these tensions, translation served as a key means of aligning students’ communicative resources to write in English as an additional language. A translingual orientation toward writing and translation facilitates the recognition of students’ translation practices as alignment of ecological affordances with an integrated repertoire of semiotic resources across languages, modalities, and media. We conclude that translation can develop students’ performative competence in ways that support their in‐school English writing but also prepare them to encounter text in new contexts.

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Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway

Cited by 28 publications

References 29 publications

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms

Language, citizenship and schooling: A minority teacher’s perspective

Translation as Translingual Writing Practice in English as an Additional Language

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