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dc.contributor.authorVikøy, Aasne
dc.contributor.authorHaukås, Åsta
dc.date.accessioned2021-09-15T12:40:09Z
dc.date.available2021-09-15T12:40:09Z
dc.date.created2021-08-20T13:00:58Z
dc.date.issued2021
dc.identifier.citationVikøy, A., & Haukås, Å. (2021). Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms. International Journal of Multilingualism, 1-20.en_US
dc.identifier.issn1479-0718
dc.identifier.urihttps://hdl.handle.net/11250/2777435
dc.description.abstractThe L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently, L1 teachers’ beliefs about multilingualism are central to understanding how and to what extent they implement a multilingual pedagogy. Whereas previous research in the Norwegian context has mainly explored foreign language teachers’ beliefs on multilingualism, this study investigated L1 Norwegian teachers’ beliefs on how the subject can be taught in an increasingly diverse language classroom. Ten upper secondary school teachers discussed these topics in focus groups. Most of the teachers had a language-as-problem orientation to their students’ multilingualism. In particular, they found it challenging to improve minority students’ Norwegian skills. Moreover, they rarely encouraged the use of minority students’ multilingualism as a resource in the classroom. They also reported little guidance from textbooks. The findings suggest a strong need for supporting L1 subject teachers in developing a multilingual mindset and for creating suitable teaching materials.en_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.subjectteachers’ beliefsen_US
dc.subjectmultilingualismen_US
dc.subjectmultilingual pedagogyen_US
dc.subjectteaching materialsen_US
dc.subjectcurriculumen_US
dc.titleNorwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classroomsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 The Author(s)en_US
dc.source.journalInternational Journal of Multilingualismen_US
dc.identifier.doi10.1080/14790718.2021.1961779
dc.identifier.cristin1927649
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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