PhD project exploring how to foster multilingual pedagogies in English language teaching in schools in Norway through researching the multilingual beliefs and pedagogies of English teachers in linguistically rich and diverse school contexts.
Inclusion is essential in schools, especially as many societies experience growing diversity. As linguistic and cultural differences create barriers for learners, educators are called on by policy and research to enact multilingual pedagogies. However, research suggests that such practices are not systematically enacted in schools, and more research is needed.
The overarching aim of this article-based thesis is to explore how to foster multilingual pedagogies in English language teaching in schools in Norway. This is addressed by exploring the multilingual beliefs and pedagogies of English language schoolteachers in linguistically rich contexts in Norway.
Three research questions guide this research:
- What multilingual beliefs and pedagogies do English schoolteachers in Norway have?
- What influences the multilingual beliefs and pedagogies of English schoolteachers in Norway?
- What methodological approaches are effective in researching multilingual beliefs and pedagogies?
Methodology
An explanatory sequential mixed methods design is used including a survey study, observation and interview study and a teacher collaboration study.
The research is relevant for (English) language teachers, teacher educators, school administrators, policy makers, and other key educational stakeholders, including learners and their parents.
More information
Supervisors
Åsta Haukås, University of Bergen
