Abstract
This article-based thesis is a linguistic ethnography of the use and positioning of students’ multilingual resources in secondary-level English writing instruction in Norway. The study spans 4 different instructional settings across 2 schools: introductory classes for recent immigrants and accelerated, mainstream, and sheltered streams in general academic studies. Methods include: 7 months of participant observation; video, audio, and screen recording; document collection; language portraits; and stimulated recall interviews with teachers and students. Drawing on ecological and translingual theories of language use, the findings demonstrate possibilities for translingual instructional approaches in linguistically diverse English classrooms, including by building on existing student practices such as translation. However, the thesis also brings attention to limitations in classroom translanguaging. These relate to students’ tendency in the introductory classes to set aside resources that were less prestigious in their previous schooling and, across all settings, to the different positioning of translanguaging that drew on either majoritized or minoritized language resources.
List of papers
Article 1: Beiler, I. R. (2020). Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway. TESOL Quarterly, 54(1), 5-29. doi:10.1002/tesq.535. The article is included in the thesis. Also available at: https://doi.org/10.1002/tesq.535 |
Article 2: Beiler, I. R., & Dewilde, J. (2020). Translation as Translingual Writing Practice in English as an Additional Language. Modern Language Journal, 104(3), 533-549. doi:10.1111/modl.12660. The article is included in the thesis. Also available at: https://doi.org/10.1111/modl.12660 |
Article 3: Beiler, I. R. (2021). Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms. Multilingua, 40(1), 107-138. doi:10.1515/multi-2020-0022. The article is included in the thesis. Also available at: https://doi.org/10.1515/multi-2020-0022 |