Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway

Autor/inn/en	Krulatz, Anna; Iversen, Jonas
Titel	Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 3, S.372-388 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iversen, Jonas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2018.1557741
Schlagwörter	Inclusion; Writing Instruction; English (Second Language); Norwegian; Second Language Learning; Second Language Instruction; Multilingualism; Self Concept; Teaching Methods; Language Usage; Native Language; Instructional Effectiveness; Lesson Plans; Teacher Attitudes; Foreign Countries; Immigrants; Action Research; Language Teachers; Researchers; Interdisciplinary Approach; Student Attitudes; Diaries; Secondary School Students; Norway + Suchen Sie Ihr Suchwort? Inklusion; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Norwegisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Unterrichtserfolg; Lesson planning; Unterrichtsplanung; Lehrerverhalten; Ausland; Immigrant; Immigrantin; Immigranten; Projektforschung; Language teacher; Sprachunterricht; Researcher; Forscher; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schülerverhalten; Diary; Tagebuch; Sekundarschüler; Norwegen
Abstract	This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student's home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students' identity texts, lesson plans, and the teacher's notes and reflections. The results suggest that explicit emphasis on including all languages in students' linguistic repertories can help build inclusive classroom spaces and foster learners' multilingual identities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01