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International Journal of Multilingualism Volume 20, 2023 - Issue 3
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Articles

Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms

Aasne Vikøya Faculty of Education, Arts & Sports, Western University of Applied Sciences, Bergen, NorwayCorrespondence[email protected]
&
Åsta Haukåsb Department of Foreign Languages, University of Bergen, Bergen, Norway
Pages 912-931 | Received 13 Jul 2020, Accepted 25 Jul 2021, Published online: 17 Aug 2021

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Nicola Morea & Linda Fisher. (2023) Multilingual teachers and teachers of multilinguals: developing pre-service teachers’ multilingual identities during teacher education. The Language Learning Journal 0:0, pages 1-21.
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Natascha Drachmann, Åsta Haukås & Adrian Lundberg. (2023) Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis. Language, Culture and Curriculum 36:3, pages 327-342.
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Mikel Gartziarena & Jon Altuna. (2023) The Influence of the L3 on In-Service Teachers’ Beliefs About Language Teaching Approaches and Multilingualism. Journal of Language, Identity & Education 0:0, pages 1-13.
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Hilde Thyness. (2023) Teachers’ construction of their roles and responsibilities for inclusive language practices with multilingual parents - a case from Norway. Language and Education 0:0, pages 1-18.
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Mikel Gartziarena, Nerea Villabona & Beñat Olave. (2023) In-service teachers’ multilingual language teaching and learning approaches: insights from the Basque Country. Language and Education 0:0, pages 1-15.
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Mikel Gartziarena & Beñat Olave. (2023) Is Basque a difficult language to learn for students? Teachers’ beliefs on the complexity to learn the curricular languages in the Basque Country. International Journal of Multilingualism 0:0, pages 1-18.
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Piotr Romanowski. (2022) Language awareness, strategy training and the facilitative role of L2 English: Polish L3 teachers' perceptions of multilingualism. International Journal of Multilingualism 0:0, pages 1-19.
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Åsta Haukås, André Storto & Irina Tiurikova. (2022) School students’ beliefs about the benefits of multilingualism. Journal of Multilingual and Multicultural Development 0:0, pages 1-14.
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Articles from other publishers (8)

Vander Tavares. (2023) Teaching in Diverse Lower and Upper Secondary Schools in Norway: The Missing Links in Student Teachers’ Experiences. Education Sciences 13:4, pages 420.
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Anja Synnøve Bakken, Anne Kathrine Hundal & Laila Lutnæs Sakshaug. (2022) Når minoritet blir majoritet. Nordand 17:2, pages 98-114.
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Georgios Neokleous, Anna Krulatz & Yaqiong Xu. (2022) The Impact of Teacher Education on English Teachers’ Views about Using Mother Tongues: A Teachers’ Perspective. Languages 7:3, pages 196.
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Raees Calafato. (2022) Multilingual pedagogies in first versus foreign language contexts: a cross-country study of language teachers. International Review of Applied Linguistics in Language Teaching 0:0.
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Nayr Correia Ibrahim. (2022) Visual and Artefactual Approaches in Engaging Teachers with Multilingualism: Creating DLCs in Pre-Service Teacher Education. Languages 7:2, pages 152.
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Mikel Gartziarena & Nerea Villabona. (2022) Teachers' beliefs on multilingualism in the Basque Country: Basque at the core of multilingual education. System 105, pages 102749.
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Raees Calafato. (2022) Fidelity to participants when researching multilingual language teachers: A systematic review. Review of Education 10:1.
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Irina Tiurikova & Åsta Haukås. 2022. Multilingualism, Identity and Interculturality in Education. Multilingualism, Identity and Interculturality in Education 41 65 .

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