Comparing language ideologies in multilingual classrooms across Norway and Zambia.
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Date
2020-12-20
Authors
Iversen, Jonas Yasmin
Mkandawire, Sitwe Benson
Journal Title
Journal ISSN
Volume Title
Publisher
Multilingual Margins
Abstract
This article compares the language ideologies (Kroskrity 2000) of pre- and in-service
teachers in Norway and Zambia respectively. Despite their historical, political, and
linguistic differences, both countries struggle to adapt their educational systems to
students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers
from the two countries consider the role of multilinguals within their respective
education systems. The data are from two qualitative studies about multilingualism
in education from Norway and Zambia that explore pre- and in-service teachers’
language ideologies (Kroskrity 2000). Based on focus group interviews with 24
Norwegian pre-service teachers and 36 Zambian in-service teachers, the current article
shows that the Norwegian pre-service teachers and the Zambian in-service teachers
expressed convergent descriptions of the challenges associated with multilingualism
in education. Yet the teachers revealed divergent language ideologies in relation to
how to solve these challenges. While the Norwegian pre-service teachers conveyed
rather monoglossic language ideologies, the Zambian in-service teachers aligned
themselves with more heteroglossic ideologies. In line with these language ideologies,
they positioned themselves differently towards the current language policies in the two
countries. This divergent pattern is discussed in light of the specific language ecologies
of the two states.
Description
Journal article
Keywords
Language ideologies; multilingualism in education; language ecology; comparative research; focus group interviews
Citation
Iversen, J. Y. & Mkandawire, S. B. (2020). Comparing Language Ideologies in Multilingual Classrooms Across Norway and Zambia. Multilingual Margins, 7(3), 33-48