Lektorstudentar og elevar på vidaregåande sine haldningar til dialekt, tospråklegheit og aksentprega norsk

Abstract

This article is a study of to what extent upcoming teachers, mainly in Norwegian, and upper secondary students agree or disagree on claims linked to how teachers and the school should act according to dialect, bilingualism and accented Norwegian. The claims are adopted from Lars Anders Kulbrandstad who carried out similar research among student teachers in 2007. Language attitudes as a topic is an important part of the competence objectives in the curriculum and therefore also something both teachers and students in upper secondary schools need to be aware of and have opinions about. The empirical material consists of replies from 308 respondents, 170 students from upper secondary and 138 upcoming teachers. The results show that both groups in general are positive towards these domains, but that upcoming teachers overall seem to be more positive both towards dialect, bilingualism and accented Norwegian compared to the pupils.