L1 teachers’ beliefs about a multilingual approach

SUMMARY

EXISTING KNOWLEDGE

1. Monolingual Focus in L1 Teaching: Traditionally, Norwegian L1 (first language) instruction has prioritized a monolingual approach, focusing exclusively on Norwegian in classroom activities and disregarding students' other linguistic resources.

2. Teacher Beliefs Influence Practices: Teachers’ beliefs about language learning are crucial, often shaping their teaching practices, including whether or not they embrace a multilingual approach in their classrooms.

3. Increasing Classroom Diversity: As Norwegian classrooms become more diverse due to immigration, there is growing recognition that students’ multilingual backgrounds could serve as an asset in language learning, though this has not been widely integrated into L1 teaching.

NEW INSIGHTS FROM THIS STUDY

1. Mixed Beliefs about Multilingualism: The study reveals that Norwegian L1 teachers have varying beliefs about the value of a multilingual approach. While some see the potential benefits, others remain skeptical or uncertain about how to implement it effectively.

2. Challenges in Implementation: Teachers who support multilingualism often face practical challenges, such as a lack of resources, insufficient training, and uncertainty about integrating multiple languages without hindering L1 acquisition.

3. Shifting Attitudes: There is a gradual shift in teachers’ attitudes, with increasing awareness of the need to address the linguistic diversity of their students, though practical application lags behind the evolving beliefs.

PUTTING RESEARCH INTO PRACTICE:

1. Enhanced Professional Development: Provide targeted training for L1 teachers on how to incorporate multilingual strategies in their classrooms, addressing both theoretical understanding and practical applications.

2. Resource Development: Develop and distribute teaching resources specifically designed for multilingual classrooms, helping teachers integrate students’ diverse linguistic backgrounds into Norwegian L1 instruction.

3. Collaborative Learning Opportunities: Encourage peer learning activities where students use their multilingualism to support one another, fostering an inclusive learning environment that values all linguistic contributions.

REFERENCE:

Article Title: Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse Classrooms.

Authors: Aasne Vikøy and Åsta Haukås Journal: International Journal of Multilingualism Year: 2023