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dc.contributor.authorBonness, Dania Jovanna
dc.contributor.authorHarvey, Sharon
dc.contributor.authorLysne, Mari Skjerdal
dc.date.accessioned2023-03-20T11:20:30Z
dc.date.available2023-03-20T11:20:30Z
dc.date.created2022-08-09T14:13:02Z
dc.date.issued2022
dc.identifier.issn2226-471X
dc.identifier.urihttps://hdl.handle.net/11250/3059213
dc.description.abstractDramatically increased population flows since at least the 1980s, primarily through economic migration and refugee resettlement, have brought considerable ethnic and linguistic diversity to classrooms around the world. This diversity has been amplified by the rising recognition of in-country indigenous and minority languages. In such plurilingual learning environments, teachers require sophisticated language education skills. They need to be able to teach the dominant language/s across the curriculum, support plurilingual learners, and often teach foreign or additional languages. One conceptual lens through which to analyse the presence of these competencies in current teacher education policy is that of language awareness. While this term originally referred to the raising of student awareness of features and functions of language, it now incorporates knowledge about flexible languaging practices. Through a comparative analysis of the two key teacher education policy documents in Norway and New Zealand, we have investigated how the concept of teacher language awareness is incorporated in high-level policy documents pertaining to ITE in these two countries and how these converge and diverge in their treatment of language awareness. Our in-depth comparison of these important educational policies urges both jurisdictions, as well as others, to be aware of local particularities and broader patterns in meeting the needs of teachers to be plurilingually aware and equipped for 21st-century classrooms.en_US
dc.language.isoengen_US
dc.publisherMDPIen_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleTeacher Language Awareness in Initial Teacher Education Policy: A Comparative Analysis of ITE Documents in Norway and New Zealanden_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 by the authorsen_US
dc.source.volume7en_US
dc.source.journalLanguagesen_US
dc.source.issue3en_US
dc.identifier.doi10.3390/languages7030208
dc.identifier.cristin2041994
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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