| dc.description.abstract | The education of recently-arrived language minority pupils involves
subject teachers, second language teachers and bilingual teachers.
Even though these teachers collaborate in one or other way, these
relationships have largely been under-researched. In this article, I
explore planning sessions between a science teacher and a bilingual
teacher at a lower secondary school in a Norwegian context collaborating
about a recently-arrived pupil from Poland. Hereby, I show
that collaboration between two teachers with different foci and
pedagogical knowledge is not straightforward. Using a discursive
approach and studying the notion of topics in planning sessions, I
explore the dynamics of the teacher–teacher interaction. Topic initiatives
indicate the teachers’ foci and areas of responsibility and
the analysis highlights factors which influence the extent to which
the teachers are able to discuss these foci, including the relations of
domination between them. I will argue that despite the institutional
discourse which favours science over bilingual subject teaching, it
is interesting to explore how these teachers negotiate their relationship
locally. An important finding is that in order to gain deeper
insight into the collaboration, further field work is needed, i.e.,
observing the teachers in informal conversation, classroom sessions
and interviewing them about their experiences with regard to the
collaboration. | |
