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

References

• Bernhard, J. K., Cummins, J., Campoy, F. I., Ada, A. F., Winsler, A., & Bleiker, C. (2006). Identity texts and literacy development among preschool English language learners: Enhancing learning opportunities for children at risk for learning disabilities. Teachers College Record, 108(11), 2380–2405.
   Web of Science ®Google Scholar
• Blackledge, A., & Creese, A. (2017). Language education and multilingualism. In T. McCarty, & S. May (Eds.), Language Policy and Political Issues in Education. Encyclopedia of Language and Education (3rd ed., pp. 73–84). Cham: Springer.
   Google Scholar
• Brevik, L., & Rindal, U. (2018, May). The monolingual, bilingual or multilingual English classroom? Paper presented at Multilingualism and education: Interdisciplinary and international perspectives, Oslo, Norway.
   Google Scholar
• Burner, T., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In K. Kverndokken, N. Askeland, & H. H. Siljan (Eds.), Kvalitet og kreativitet i klasserommet – Ulike perspektiver på undervisning (pp. 193–208). Bergen: Fagbokforlaget.
   Google Scholar
• Celic, C., & Seltzer, K. (2011). Translanguaging: A CUNY-NYSIEB guide for educators. New York, NY: CUNY-NYSIEB. Retrieved from http://www.nysieb.ws.gc.cuny.edu/files/2012/06/FINAL-Translanguaging-Guide-With-Cover-1.pdf
   Google Scholar
• Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599. doi: 10.1002/tesq.121
   Web of Science ®Google Scholar
• Chamot, A. U., Barnhardt, S., & Dirstine, S. (1998). Conducting action research in the foreign language classroom. Paper presented at the Northeast Conference, New York, NY.
   Google Scholar
• Conteh, J., & Meier, G. (Eds.). (2014). The multilingual turn in languages education: Opportunities and challenges. Bristol, England: Multilingual Matters.
   Google Scholar
• Cook, V. J. (1991). The poverty-of-the-stimulus argument and multi-competence. Second Language Research, 7(2), 103–117. doi: 10.1177/026765839100700203
   Google Scholar
• Cook, V. J. (1995). Multi-competence and the learning of many languages. Language, Culture and Curriculum, 8(2), 93–98. doi: 10.1080/07908319509525193
   Google Scholar
• Coste, D. (2014). Plurilingualism and the challenges of education. In P. Grommes, & A. Hu (Eds.), Plurilingual education. Policies – practices – language development (pp. 15–32). Amsterdam: John Benjamins Publishing Company.
   Google Scholar
• Council of Europe. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg, France: Council of Europe, Language Policy Division. Retrieved from http://www.coe.int/t/dg4/linguistic/Guide_niveau3_EN.asp#TopOfPage
   Google Scholar
• Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94(1), 103–115. doi: 10.1111/j.1540-4781.2009.00986.x
   Web of Science ®Google Scholar
• Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society. Ontario, CA: California Association for Bilingual Education.
   Google Scholar
• Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 89(4), 585–592.
   Web of Science ®Google Scholar
• Cummins, J. (2006). Identity texts: The imaginative construction of self through multiliteracy pedagogy. In O. García, T. Skutnabb-Kangas, & M. E. Torres-Guzmán (Eds.), Imagining multilingual schools: Language in education and glocalization (pp. 50–68). Clevedon: Multilingual Matters. Retrieved from ProQuest ebrary.
   Google Scholar
• Cummins, J., Bismilla, V., Chow, P., Cohen, S., Giampapa, F., Leoni, L., … Sastri, P. (2005). Affirming identity in multilingual classrooms. Educational Leadership, 63(1), 38–43.
   Web of Science ®Google Scholar
• Cummins, J., Hu, S., Markus, P., & Montero, M. K. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555–581. doi: 10.1002/tesq.241
   Web of Science ®Google Scholar
• Dahl, A., & Krulatz, A. M. (2016). Engelsk som tredjespråk: Har lærere kompetanse til å støtte flerspråklighet? [English as a third language: Do teachers have competence to support multilingualism?]. Acta Didactica Norge, 10(1), Art. 4. Retrieved from https://www.journals.uio.no/index.php/adno/article/view/2397/2374
   Google Scholar
• Dahl, A., Krulatz, A., Torgersen, E. (2018). The role of English as a foreign language in educating refugees in Norway. In Shapiro, S., Farrelly, R. & M. J. Curry (Eds.), Educating refugee background students, 107–122. Bristol, UK: Multilingual Matters.
   Google Scholar
• Dewilde, J. (2017). Multilingual young people as writers in a global age. In Å Wedin, B. Paulsrud, J. Rosén, & B. Straszer (Eds.), Translanguaging and education: New perspectives from the field (pp. 56–71). Clevedon: Multilingual Matters.
   Google Scholar
• Dewilde, J., & Kulbrandstad, L. A. (2016). Nyankomne barn og unge i Norge. Historikk og tilstandsbeskrivelse [Newly-arrived children and youth in Norway: History and current situation]. Nordand – nordisk tidsskrift for andrespråksforskning, 11(2), 13–33.
   Google Scholar
• Elfers, A., Lucero, A., Stritikus, T., & Knapp, M. S. (2013). Building systems of support for classroom teachers working with English language learners. International Multilingual Research Journal, 7(2), 155–174.
   Google Scholar
• Elliot, J. (1991). Action research for educational change. Philadelphia, PA: Open University Press.
   Google Scholar
• Engen, T. O., & Lied, S. (2011). Strategies of differentiation in a multi-linguistic, multi-religious and multi-cultural school. Journal of Teacher Education and Teachers’ Work, 2(1), 55–67. doi: 10.1080/19313152.2012.665824
   Google Scholar
• Fielding, R., & Harbon, L. (2013). Examining bilingual and bicultural identity in young students. Foreign Language Annals, 46(4), 527–544. doi: 10.1111/flan.12051
   Web of Science ®Google Scholar
• Flognfeldt, M. E., & Šurkalović, D. (2016, September). L1 use in a multilingual L3 classroom: a case study of English teaching in a lower primary school in Norway. Paper presented at the X International Conference on Multilingualism and Third Language Acquisition, Vienna, Austria.
   Google Scholar
• García, O. (2009). Bilingual education in the 21^st century: A global perspective. West Sussex, UK: Wiley-Blackwell.
   Google Scholar
• García, O., & Flores, N. (2012). Multilingual pedagogies. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 232–246). London: Routledge.
   Google Scholar
• García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism, and education. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Gilmetdinova, A., & Burdick, J. (2016). Many mansions: Conceptualizing translingual curriculum. International Multilingual Research Journal, 10(2), 77–88. doi: 10.1080/19313152.2016.1123065
   Web of Science ®Google Scholar
• Gort, M. (2015). Transforming literacy learning and teaching through translanguaging and other typical practices associated with “Doing Being Bilingual”. International Multilingual Research Journal, 9(1), 1–6. doi: 10.1080/19313152.2014.988030
   Web of Science ®Google Scholar
• Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271–308. doi: 10.1017/S0261444812000067
   Web of Science ®Google Scholar
• Haukås, Å. (2016). Teachers’ beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingualism, 13(1), 1–18. doi: 10.1080/14790718.2015.1041960
   Web of Science ®Google Scholar
• Hornberger, N. H. (2005). Opening and filling up implementational and ideological spaces in heritage language education. Modern Language Journal, 89(4), 605–612.
   Web of Science ®Google Scholar
• Hvistendahl, R. (2009). Multilingualism in schools – Introduction and overview. In R. Hvistendahl (Ed.), Flerspråklighet i skolen (pp. 197–214). Oslo: Universitetsforlaget.
   Google Scholar
• Iversen, J. (2017). The role of minority students’ L1 when learning English. Nordic Journal of Modern Language Methodology, 5(1), 35–47.
   Google Scholar
• Kiramba, L. K. (2017). Translanguaging in the writing of emergent multilinguals. International Multilingual Research Journal, 11(2), 115–130. doi: 10.1080/19313152.2016.1239457
   Web of Science ®Google Scholar
• Krulatz, A., Steen-Olsen, T., & Torgersen, E. (2017). Towards critical cultural and linguistic awareness in language classrooms in Norway: Developing intercultural citizenship through identity texts. Language Teaching Research, Online first. doi: 10.1177/1362168817718572
   Web of Science ®Google Scholar
• Krulatz, A., & Torgersen, E. N. (2016). The role of the EFL classroom in maintaining multilingual identities: Issues and considerations in Sør-Trøndelag public schools. In K. Amanti, J. Álvarez Valencia, & E. Mackinney (Eds.), Critical views on teaching and learning English around the globe (pp. 53–68). Charlotte, NC: Information Age Publishing.
   Google Scholar
• Kulbranstad, L. A. (2007). Lærerstudenter og språklig variasjon: En holdningsundersøkelse [Teacher students and language variation: An attitude study]. Nordic Studies in Education, 27, 357–372.
   Google Scholar
• Lødding, B. (2015). Mobilisering for mangfold. Kartlegging av kompetanse i barnehagesektor og grunnopplæring for barn, unge og voksne i første fase av satsingen Kompetanse for mangfold. Rapport 4/2015. Oslo: Nordisk institutt for studier av innovasjon, forskning og utdanning.
   Google Scholar
• Macaro, E. (2000). Issues in target language teaching. In K. Field (Ed.), Issues in modern foreign languages teaching (pp. 171–189). London: Routledge/Falmer.
   Google Scholar
• Mackey, A., & Gass, S. (2016). Second language research. Methodology and design. New York: Routledge.
   Google Scholar
• Mattioli, G. (2004). On native language intrusions and making do with words: Linguistically homogenous classrooms and native language use. English Teaching Forum, 42(4), 20–25.
   Google Scholar
• Ministry of Education and Research. (2006). Læreplanverket for kunnskapsløftet. [National curriculum for the Knowledge Promotion]. Oslo: The Norwegian Directorate for Education and Training, Ministry of Education and Research.
   Google Scholar
• Ministry of Education and Research. (2008a). St.meld. nr. 23 (2007–2008): Språk bygger broer—Språkstimulering og språkopplæring for barn, unge og voksne. [White Paper no. 23 (2007–2008): Language creates bridges—Language stimulation and language instruction for children, adolescents and adults]. Oslo: The Norwegian Directorate for Education and Training, Ministry of Education and Research.
   Google Scholar
• Ministry of Education and Research. (2008b). St.meld. nr. 35 (2007–2008): Mål og meining—Ein heilskapeleg norsk språkpolitikk. [White Paper no. 35 (2007–2008): Aims and meaning—A comprehensive Norwegian language policy]. Oslo: The Norwegian Directorate for Education and Training, Ministry of Education and Research.
   Google Scholar
• Neokleous, G., & Krulatz, A. (2018). An investigation into Norwegian EFL teachers’ perspectives on the use of mother tongue: An initial report from a questionnaire-based study. Journal of Linguistics and Language Teaching, 9(2). Retrieved from https://sites.google.com/site/linguisticsandlanguageteaching/home-1/volume-9-2018-issue-2/volume-9-2018-issue-2---article-neokleous-krulatz
   Google Scholar
• Sampson, A. (2012). Learner code-switching versus English only. ELT Journal, 66(3), 293–303.
   Web of Science ®Google Scholar
• Statistics Norway. (2018). Immigrants and Norwegian-born to immigrant parents. Retrieved from https://www.ssb.no/en/befolkning/statistikker/innvbef
   Google Scholar
• Šurkalović, D. (2014). Forbereder grunnskolelærerutdanningen engelsklærere for undervisning i engelsk som tredjespråk i Norge? [Does the teacher education prepare for teaching English as a third language in Norway?]. Acta Didactica Norge, 8(2), Art. 6.
   Google Scholar
• Téllez, K., & Waxman, H. C. (2006). Preparing quality educators for English language learners. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
   Google Scholar
• Valentine, S. (2006). Assessing diversity in teacher education programs. Education, 127(2), 196–202.
   Google Scholar
• Webster, N. L., & Valeo, A. (2011). Teacher preparedness for a changing demographic of language learners. TESL Canada Journal, 28(2), 105–128. doi: 10.18806/tesl.v28i2.1075
   Google Scholar