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Transitions in Education

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About the project

The education path from kindergarten to higher education is divided into different stages. In the Norwegian primary and secondary education, for example, competence goals are formulated after 1- 2, grades, 4.-5. grades, 5-7. grades, 8-10. grades and at various stages of secondary education. Different challenges, and compositions of subjects, themes, contexts of language use and texts characterize the different stages. Both in Norwegian and international research several of these transitions have been described as obstacles for students with minority background, c.f. the expression 'the 4th year slump'. After the introduction of Kunnskapsløftet (The Knowledge Promotion) school is characterized by mainstreaming (the subject Norwegian as a second language is abandoned), increased emphasis on basic skills and testing, as well as a distribution of subjects which has boosted the use of written texts in both print and screen. In this project we will examine how immigrant children and adolescents cope with the various transitions. We examine e.g.

  • what kind of language skills are required from students (for example, understanding texts in different genres and media, their own written and oral language practices)
  • how the school facilitates for students to improve their language skills (for example, through teaching organization, professional co-operation), the use of different linguistic practices (e.g. teacher modeling, text selection and focusing on certain aspects) and implementing other measures in order for students to be able to obtain the relevant competence aims in the various subjects.

Subprojects

Collaboration

Lise Iversen Kulbrandstad, Hedmark University College.

Tags: Multilingual competence, Multilingual language practices, Multilingual ideologies and language policies
Published Dec. 8, 2013 10:47 PM - Last modified Jan. 7, 2020 9:22 PM