Show simple item record

dc.contributor.authorTiurikova, Irina
dc.contributor.authorCoutinho Storto, Andre
dc.contributor.authorHaukås, Åsta
dc.date.accessioned2021-06-23T11:40:30Z
dc.date.available2021-06-23T11:40:30Z
dc.date.created2021-01-29T11:50:49Z
dc.date.issued2021
dc.PublishedGlobe: A Journal of Language, Culture and Communication. 2021, 12 83-98.
dc.identifier.issn2246-8838
dc.identifier.urihttps://hdl.handle.net/11250/2760870
dc.description.abstractThe main objective of this article is to discuss the theoretical background and rationale for developing Ungspråk, a longitudinal, mixed methods study set in Norwegian lower secondary schools. The paper starts with an overview of different scholarly approaches to the study of multilingualism and their implications for research on multilingualism in education. After a brief introduction to multilingualism in Norwegian society and educational contexts, we present our research areas of interest and the main research questions. Particular attention is paid to the relevance of the concept of multilingual identity to the study. In addition, we discuss how the project will contribute to furthering the understanding of the relationship between multilingualism and intercultural competence. The mixed methods design of the Ungspråk project innovatively explores how different research methods and instruments can be combined to investigate questions related to multilingualism and multilingual identity and to create opportunities for meaningful interactions between researchers and participants. When discussing the mixed methods design of the project, we focus on how quantitative and qualitative components are integrated to address the research questions, engage participants in the research process and strengthen the overall validity of the findings. Overall, we hope that the Ungspråk project will contribute new insights into how languages can be learned and cultures explored in the 21st century multilingual classroom. Furthermore, the project may impact how researchers and participants interact with and benefit from empirical studies on education.en_US
dc.language.isoengen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleThe Ungspråk project: Researching multilingualism and multilingual identity in lower secondary schoolsen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright 2021 The Authorsen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://doi.org/10.5278/ojs.globe.v12i.6500
dc.identifier.cristin1882240
dc.source.journalGlobe: A Journal of Language, Culture and Communicationen_US
dc.source.4012
dc.source.pagenumber83-98en_US
dc.identifier.citationGlobe: A Journal of Language, Culture and Communication. 2021, 12, 83-98en_US
dc.source.volume12en_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal