The Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schools

Tiurikova, Irina; Storto, André; Haukås, Åsta

doi:10.5278/ojs.globe.v12i.6500

Cited by 5 publications

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“…We believe, this study also contributes to Norwegian multilingualism and multilingual education (Haukås et al, 2021a), even though the Nepali speaking population is very small in Norway. It may inform Norwegian institutions in policy decisions while designing foreign language curriculum and understanding school students' requirement of foreign language choice (Norwegian Directorate for Education and Training, 2019;Norwegian National Centre for Foreign Languages in Education, 2020).…”

Section: Discussionmentioning

confidence: 84%

“…This scenario indicates Norway will soon have substantial number of heritage Nepali speaking population for whom educational arrangements in their first language alongside the majority language Norwegian and English will have to be made. Our Norwegian language stimuli represent the mainstream Bokmal (Haukås et al, 2021a(Haukås et al, , 2021b. This study was conducted on the sample of population born in Nepal and living in Trondheim, Norway at the time of data collection.…”

Section: Introductionmentioning

confidence: 99%

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Trilingual parallel processing: Do the dominant languages grab all the attention?

Pathak,

Vulchanova,

Pathak

et al. 2024

Bilingualism

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Twenty-five L1 Nepali speaking participants living in Trondheim, Norway who spoke English as L2 and Norwegian as L3 (late adult learners) participated in this study. Participants’ L2 proficiency was established as advanced in LexTALE. We administered language comprehension and production tasks in a trilingual design. In a mouse tracking trilingual parallel activation experiment, participants performed a language comprehension task in which they listened to the spoken word in their L1, L2 and L3 and clicked on the matching target picture. Mouse trajectories of their response pattern were recorded and analyzed. The language production task included a phonological and a semantic verbal fluency task (VFT), which also served as an executive control task. VFT showed their dominance in L1 and L2 compared to L3. This study contributes novel knowledge on trilingual parallel activation and suggests that in the presence of a non-dominant L3, a dominant L1 and a dominant L2 are processed faster than the non-dominant language in phonologically competing conditions.

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Section: Discussionmentioning

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Trilingual parallel processing: Do the dominant languages grab all the attention?

Pathak,

Vulchanova,

Pathak

et al. 2024

Bilingualism

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Multilingualism, Intercultural Competence, Identity and Their Intersection: Foreign Language Teachers’ Perspectives

Tiurikova

Haukås

2022

Multilingualism, Identity and Interculturality in Education

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Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity

Haukås

Storto

Tiurikova

2021

The Language Learning Journal

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Validation of data collection instruments is a necessary step in all research and should be regarded as an integral component in every stage of the research process; however, the validation process is often not accounted for in detail in published studies. The purpose of this paper is to describe the development and validation of the Ungspråk electronic questionnaire, which was designed to explore teenagers' multilingualism and multilingual identity in the Norwegian school context. It aims to examine whether having a multilingual identity correlates with several variables such as language practices, languages studied in school, open-mindedness, and beliefs about multilingualism. To our knowledge, the Ungspråk questionnaire is one of the first validated tools for quantitatively investigating learners' multilingual identity in school settings. Different qualitative and quantitative procedures were adopted for validating Ungspråk, including piloting sessions with students from two lower secondary schools. The results of the validation processes suggest that the Ungspråk questionnaire is a robust instrument for investigating young learners' multilingual identity. It is easy to use, acceptable to learners, and fulfils stringent criteria of reliability and validity.

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The Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schools

Cited by 5 publications

References 0 publications

Trilingual parallel processing: Do the dominant languages grab all the attention?

Trilingual parallel processing: Do the dominant languages grab all the attention?

Multilingualism, Intercultural Competence, Identity and Their Intersection: Foreign Language Teachers’ Perspectives

Developing and validating a questionnaire on young learners’ multilingualism and multilingual identity

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