Work

A Norwegian perspective: Student teachers’ orientations towards cultural and linguistic diversity in schools

Year: 2020

Type: article

Abstract: This is a qualitative study about Norwegian preservice teachers’ orientations towards teaching in multilingual and multicultural classrooms – contributing to global research in this field. The theoretical approach, and tool for analyses, is a framework for Linguistically Responsive Pedagogy developed by Lucas and Villegas (2013). Main findings are that preservice teachers express value for linguistic diversity and a reflective discussion about the relation between identity/language and culture. Talking about race and colour is, however, uncomfortable. Suggestions for further development in Initial Teacher Education are given, and also suggestions for further research.

Source: Teaching and Teacher Education

DOI: 10.1016/j.tate.2020.103151

Authors: Wenche Elisabeth Thomassen, Elaine Munthe

Institution: University of Stavanger

Language: English

Topic: Multilingual Education and Policy

Subfield: Linguistics and Language

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $1,200