Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway

Autor/in	Beiler, Ingrid Rodrick
Titel	Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 54 (2020) 1, S.5-29 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beiler, Ingrid Rodrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.535
Schlagwörter	Multilingualism; English (Second Language); Second Language Learning; Second Language Instruction; Receptive Language; Oral Language; Norwegian; Literacy; Native Language; Language Role; Writing Instruction; Educational Policy; Ethnography; Secondary School Students; Immigrants; Video Technology; Recall (Psychology); Student Attitudes; Teaching Methods; Teacher Attitudes + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Rezeptive Kommunikationsfähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Norwegisch; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibunterricht; Politics of education; Bildungspolitik; Ethnografie; Sekundarschüler; Immigrant; Immigrantin; Immigranten; Abberufung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten
Abstract	Recent studies have demonstrated how teachers can draw on students' multilingual resources in teaching English writing, even in monolingually oriented policy settings. However, limited research has been conducted outside of countries where English is the majority language or in classes where few students share a language background. This article reports on a linguistic ethnography of English writing instruction in two introductory classes for newly arrived students in Norway (Grades 8-10, N = 22), where students and teachers negotiated the role of students' diverse language backgrounds and emerging Norwegian. Data reflect 3 months of participant observation, including classroom video recording, recording of students' computer screens, text collection, and creation of language portraits, followed by stimulated recall interviews. The teachers and students drew on multilingual resources in various ways during writing instruction, most extensively in receptive and oral uses. However, Norwegian assumed a privileged position among the language resources of the class while students sidelined their less formal or prestigious literacy resources. The study demonstrates teachers' and students' ability to reshape English writing instruction as a multilingual space but also concludes that multilingual literacy must be promoted as more than an instrumental resource in the service of English writing development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01