A Norwegian Perspective: Student teachers` orientations towards cultural and linguistic diversity in schools
Peer reviewed, Journal article
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OriginalversjonThomassen, W.E., Munthe, E. (2020) A Norwegian Perspective: Student teachers` orientations towards cultural and linguistic diversity in schools. Teaching and Teacher Education, 96 10.1016/j.tate.2020.103151
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.