"To make the student exist" - Bilingual subject teachers' narratives about multilingualism in language support classes in Norway

Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in...

Full description

Saved in:
Bibliographic Details
Published in:Bilingual research journal Vol. 47; no. 3; pp. 290 - 304
Main Authors: Moraczewska, Agnieszka, Randen, Gunhild Tveit
Format: Journal Article
Language:English
Published: Philadelphia Routledge 02.07.2024
Taylor & Francis Inc
Subjects:
Beliefs
Bilingual education
Bilingual Teachers
Bilingualism
Elementary education
Immigrants
Individual differences
Language acquisition
Learning
Learning environment
Learning support
Multilingual Materials
Multilingualism
Narratives
Norwegian
Norwegian language
Polish language
Secondary education
Students
Teachers
Teaching
Norway
ISSN:1523-5882, 1523-5890
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors influencing their decisions on incorporating students' prior linguistic knowledge. Utilizing a narrative approach, the analysis of interviews reveals that both teachers perceive multilingualism as valuable for learning support and students' social engagement. Individual variations emerge in how these teachers employ multilingual resources, reflecting a connection between their beliefs, experiences, and reported pedagogical decisions.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1523-5882
1523-5890
DOI:10.1080/15235882.2024.2356579