This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teach... more Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.
After decades of persistent dominance of monolingual approaches in language teaching, we are now ... more After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learners’ MTs in the classroom and the extent to which teacher education shaped their beliefs. The results suggest that while most of the participants stressed the importance of maximizing target language (TL) use, some of them also recognized the value of employing MTs for specific purposes, such as anchoring new learning, providing grammar explanations and task instructions, decreasing student and teacher anxiety, sustaining motivation, and supporting learner identity. Most participants agreed that their teacher education program exerted some influence on their beliefs and practices, but their personal experiences as learners and teachers were...
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 2018
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teach... more Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.
Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 2020
With English as an Additional Language (EAL) classrooms increasingly becoming culturally and ling... more With English as an Additional Language (EAL) classrooms increasingly becoming culturally and linguistically diverse, the use of the students' home language(s) (HLs) can equip emergent bilinguals/multilinguals with the essential accoutrements that optimize their learning experience. To meet the realities and demands of contemporary classrooms, current research encourages teachers to make use of the students' entire linguistic repertoires and create space for a fluid and dynamic oscillation between the HL(s) and the target language (TL), which has been labelled as translanguaging pedagogy. Despite the constraints imposed by today's education policies, translanguaging is believed to have the potential to enhance the teaching of these students. Through the description of activities, this chapter discusses how taking up translanguaging theory can contribute towards fostering meaningful and affirming ways of teaching and learning EAL literacy.
h i g h l i g h t s Monthly professional development (PD) with in-service English teachers in Nor... more h i g h l i g h t s Monthly professional development (PD) with in-service English teachers in Norway. Teachers hold positive views of multilingually-oriented education. Participation in PD can heighten sensitivity towards multilingual students. Monolingual teaching practices continue to dominate linguistically diverse classrooms.
Nordic Journal of Modern Language Methodology, 2015
As classrooms around Europe are becoming increasingly more linguistically and culturally diverse,... more As classrooms around Europe are becoming increasingly more linguistically and culturally diverse, teachers need to adapt their teaching to accommodate minority languages students. While developing their proficiency in the language of the target community, these students almost invariably receive instruction in English as a foreign language (EFL). Recognizing the important role EFL teachers play in the overall cognitive and linguistic development of minority students, this paper discusses the following pedagogical practices for the 21st century, diverse EFL classrooms: welcoming diversity, multimodality of input, funds of knowledge, clear goals, opportunities for interaction, integrating language with compelling content, facilitating multi-literacy, and differentiating instruction and assessment. By providing both theoretical support and practical tips, the paper aims to empower EFL teachers to foster linguistically and culturally rich environments and support their students’ multili...
International Journal for 21st Century Education, 2016
For a considerable number of years, mother tongue (MT) use has been ostracized in English as a fo... more For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan and Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive, as is research on the positive effects of an all-TL learning environment (Hall and Cook, 2012). Thus, EFL teachers who share the same language with their students are often left wondering to what extent and in what contexts they should employ TL and MT. Unlike the curricula of other countries, where policy makers often suggest the maximal use of TL, the Norwegian curriculum for the subject of English does not contain any direct statements prescribing English as the sole language of instruction. The present study investigated the perceptions of Norwegian primary school teachers in different grades regarding their TL use when teaching EFL...
Scandinavian Journal of Educational Research, 2019
and Technology. Her research focuses on multilingualism with English, pragmatic development in ad... more and Technology. Her research focuses on multilingualism with English, pragmatic development in adult language learners, and language teacher education. Jonas Iversen is a Ph.D. candidate in education at Inland Norway University of Applied Sciences. His research focuses on multilingual education, language ideologies, and teacher education.
In many educational settings, the number of multilingual students is currently rising (Singleton ... more In many educational settings, the number of multilingual students is currently rising (Singleton and Aronin 2018) [...]
This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teach... more Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.
After decades of persistent dominance of monolingual approaches in language teaching, we are now ... more After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learners’ MTs in the classroom and the extent to which teacher education shaped their beliefs. The results suggest that while most of the participants stressed the importance of maximizing target language (TL) use, some of them also recognized the value of employing MTs for specific purposes, such as anchoring new learning, providing grammar explanations and task instructions, decreasing student and teacher anxiety, sustaining motivation, and supporting learner identity. Most participants agreed that their teacher education program exerted some influence on their beliefs and practices, but their personal experiences as learners and teachers were...
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 2018
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teach... more Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with the communities of their students long before they enter the teaching profession. This chapter describes four cases that demonstrate how second language (L2) teacher education programs utilize service-learning (SL) to engage pre-service teachers in diverse cultural and linguistic contexts through the lens of pedagogy of particularity. Each case presents four consistent key principles of service-learning: course content, community collaboration, integrated assignments that guide student engagement, and reflective practices that culminate the SL experience.
Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms, 2020
With English as an Additional Language (EAL) classrooms increasingly becoming culturally and ling... more With English as an Additional Language (EAL) classrooms increasingly becoming culturally and linguistically diverse, the use of the students' home language(s) (HLs) can equip emergent bilinguals/multilinguals with the essential accoutrements that optimize their learning experience. To meet the realities and demands of contemporary classrooms, current research encourages teachers to make use of the students' entire linguistic repertoires and create space for a fluid and dynamic oscillation between the HL(s) and the target language (TL), which has been labelled as translanguaging pedagogy. Despite the constraints imposed by today's education policies, translanguaging is believed to have the potential to enhance the teaching of these students. Through the description of activities, this chapter discusses how taking up translanguaging theory can contribute towards fostering meaningful and affirming ways of teaching and learning EAL literacy.
h i g h l i g h t s Monthly professional development (PD) with in-service English teachers in Nor... more h i g h l i g h t s Monthly professional development (PD) with in-service English teachers in Norway. Teachers hold positive views of multilingually-oriented education. Participation in PD can heighten sensitivity towards multilingual students. Monolingual teaching practices continue to dominate linguistically diverse classrooms.
Nordic Journal of Modern Language Methodology, 2015
As classrooms around Europe are becoming increasingly more linguistically and culturally diverse,... more As classrooms around Europe are becoming increasingly more linguistically and culturally diverse, teachers need to adapt their teaching to accommodate minority languages students. While developing their proficiency in the language of the target community, these students almost invariably receive instruction in English as a foreign language (EFL). Recognizing the important role EFL teachers play in the overall cognitive and linguistic development of minority students, this paper discusses the following pedagogical practices for the 21st century, diverse EFL classrooms: welcoming diversity, multimodality of input, funds of knowledge, clear goals, opportunities for interaction, integrating language with compelling content, facilitating multi-literacy, and differentiating instruction and assessment. By providing both theoretical support and practical tips, the paper aims to empower EFL teachers to foster linguistically and culturally rich environments and support their students’ multili...
International Journal for 21st Century Education, 2016
For a considerable number of years, mother tongue (MT) use has been ostracized in English as a fo... more For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan and Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive, as is research on the positive effects of an all-TL learning environment (Hall and Cook, 2012). Thus, EFL teachers who share the same language with their students are often left wondering to what extent and in what contexts they should employ TL and MT. Unlike the curricula of other countries, where policy makers often suggest the maximal use of TL, the Norwegian curriculum for the subject of English does not contain any direct statements prescribing English as the sole language of instruction. The present study investigated the perceptions of Norwegian primary school teachers in different grades regarding their TL use when teaching EFL...
Scandinavian Journal of Educational Research, 2019
and Technology. Her research focuses on multilingualism with English, pragmatic development in ad... more and Technology. Her research focuses on multilingualism with English, pragmatic development in adult language learners, and language teacher education. Jonas Iversen is a Ph.D. candidate in education at Inland Norway University of Applied Sciences. His research focuses on multilingual education, language ideologies, and teacher education.
In many educational settings, the number of multilingual students is currently rising (Singleton ... more In many educational settings, the number of multilingual students is currently rising (Singleton and Aronin 2018) [...]
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