Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway

Burner, Tony; Carlsen, Christian

doi:10.1080/14790718.2019.1631317

Cited by 29 publications

(40 citation statements)

References 23 publications

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“…There is no officially mandated language of instruction for English teaching in Norway, but research suggests that teachers aspire to teach largely in English, though recourse to Norwegian for scaffolding is common (Brevik and Rindal 2020;Burner and Carlsen 2019;Scheffler et al 2017). The 2013 national English curriculum (in force at the time of data collection) also implicitly opens for the use of other languages by referring generically to students' "native language" rather than assuming this to be Norwegian in competence aims that call for making comparisons with English (Norwegian Directorate for Education and Training 2013).…”

Section: Study Context and Participantsmentioning

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: Study Context and Participantsmentioning

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: 53%

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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“…A survey carried out among 176 teachers of English showed that only 5% believed they were very well qualified to teach in multilingual classrooms (Krulatz and Dahl 2016). Despite a high level of qualifications and well-intentioned attitudes towards multilingualism and L1 activation, the teachers in Burner and Carlsen's (2019) study, working in a school for newly arrived students, struggled to implement multilingual teaching practices. Instead, they prioritised the learning of Norwegian over the L3 (English) for integration purposes, even though English is a compulsory subject in the Norwegian curriculum.…”

Section: Multilingualism In Educationmentioning

confidence: 98%

Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education

Ibrahim

2022

Languages

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This paper reports on a study of teachers’ engagement with their own multilingualism in a pre-service teacher education context. As linguistic diversity in society and schools around the globe is increasing, teachers are required to meet the challenges of teaching children who live with multiple languages. However, teachers are seldom required to reflect on and engage with their own multilingualism, which forms the basis of a subjective and experiential approach to educating teachers multilingually. Embedded in an arts-based visual methodology, this study used the concept of Dominant Language Constellations (DLCs) as both a theoretical underpinning and a creative qualitative tool for collecting data. It included fourteen DLC artefacts created by future teachers of English in Grades 1–7 and Grades 5–10 in northern Norway, supported by oral and written narratives. Plurisemiotic analysis of teachers’ DLC artefacts indicates that teachers ‘saw’ or perceived themselves as plurilingual individuals for the first time. Furthermore, they reflected on the classroom implications of including multilingual practices in a context of increasing linguistic diversity in Norway, through capitalizing on their own and potentially their learners’ multilingual identities.

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Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway

Cited by 29 publications

References 23 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

Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education

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