Academic interests
- Norwegian as a second language
- Multilingualism in the classroom
- Languages in vocational education and training (VET)
- Education and language policy
- Teacher agency
- Language attitudes
- Teachers' and students' perspectives in multilingual and multicultural classrooms
- Multilingual pedagogies (incl. translanguaging)
- The school subject Norwegian
My PhD project concerns the role of and space for multilingualism in mainstream vocational education in Norway. I adopt a linguistic-ethnographic methodology, and draw on an extensive data material (including, but not limited to, observations, interviews and policy documents), in my analyses in order to highlight vocational teachers' and their students' experiences related to multilingualism in vocational education. Central theoretical lenses include language ideologies (e.g. monolingual ideology (e.g. Ortega, 2019) and elite multilingualism (e.g. Barakos & Selleck, 2019; Nørreby, 2020)), teacher agency (Priestley et al., 2015) and policy enactment (Ball et al., 2012).
Background
- Lektorprogrammet, Norwegian and English, University of Oslo (2008-2014), Teacher Education Programme (PPU) (2011)
- Exchange term at UC Berkeley, sociology (2012)
- MA in Scandinavian Studies, University of Oslo (2014)
- Upper secondary school teacher, general studies and vocational education programs (2014-2019)
- Research Assistant at MultiLing (2019-2020)