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dc.contributor.authorVikøy, Aasne
dc.contributor.authorHaukås, Åsta
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.publisherTaylor and Francisen_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.titleNorwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classroomsen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.rights.holderCopyright 2021 The Author(s)en_US
dc.source.journalInternational Journal of Multilingualismen_US
dc.identifier.citationInternational Journal of Multilingualism, 2021.en_US

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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
Med mindre annet er angitt, så er denne innførselen lisensiert som Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal