Nyankomne tospråklige elever i ordinærklasse i barneskole og transspråklig skrivepedagogikk. En casestudie om hvordan transspråklig skrivepedagogikk brukes og oppleves.
MetadataShow full item record
English: This master's thesis is designed as a project that explores writing training for newly arrived bilingual students in the Norwegian school. The project explores writing instruction that allows bilingual students to use their entire language repertoire. The study was conducted at a primary school where I collaborated with a fourth-grade Norwegian teacher, a bilingual teacher and a teacher in basic Norwegian who was responsible for the school's reception class in implementing a teaching program on multilingual identity writing for a newly arrived student with an Arabic language background. Identity texts are a well-known educational strategy developed by Jim Cummins, based on recognition of bilingual students' linguistic and cultural identities. In this study, I attempt to answer two questions: 1. How is translanguaging in writing used as a pedagogy facing the newly arrived bilingual students in the ordinary classroom? 2. How is the use of translanguaging in writing as a pedagogy experienced facing newly arrived bilingual students in the ordinary classroom? The term "translanguaging" refers to language practices where bilingual individuals use their entire linguistic repertoire in different interaction situations to create meaning (García & Wei, 2014, p. 22). The study is a qualitative case study where I participated in participatory observation, sound recording and interviews. I observed the teachers' implementation of translanguaging writing pedagogy and the newly arrived bilingual student’s use of translanguaging in writing process. In interviews, I examined the perspectives and experience of the participating teachers and student in the use of translanguaging in writing education. I analyzed the student's written work during the writing process. The empirical data material is based on a hermeneutic approach. While trans-linguistic perspective and understanding of language highlights translanguaging in writing in text production, the socio-cultural perspective explains the inclusion principle behind the meeting between newly arrived students and multicultural pedagogy that is adapted to their abilities and prerequisites in Norwegian schools. A heteroglossic understanding of language highlighted translanguaging in writing in text production and meeting with newly arrived students with multilingual education that is adapted to their abilities and prerequisites in Norwegian schools and it work on the basis of inclusion. The findings show that the use of translanguaging as pedagogy establishes possibilities for an adapted Norwegian language education for newly arrived students to find their own voices, to be heard and to receive community responses. Participants in the study experienced positive use of translanguaging in education in the ordinary class. The findings show that heteroglossic perception of bilingualism is important for the implementation of trans-linguistic education in Norwegian schools. Expertise of both Norwegian language teachers, bilingual teachers and assistants is important regarding facing newly arrived students in order to provide adapted education in an inclusive classroom. Therefore, it is important that these students receive bilingual education in addition to Norwegian language education and that the right is not abolished. The Norwegian school's monoglossic view of bilingualism as minority phenomena can nevertheless adversely affect the self-understanding of newly arrived bilingual students.
Mastergradsoppgave i tilpasset opplæring, Avdeling for lærerutdanning og naturvitenskap, Høgskolen i Innlandet, 2017.