“I think that it is important that they experience that their background is not an obstacle” - Immigrant students’ attitudes, experiences and proficiency levels as English language learners in Norwegian introductory classes

Abstract

This primarily quantitative non-interventionist experimental study seeks to explore how multilingual pedagogies are used in the English subject among newly arrived immigrant students (ImSt) in Norwegian introductory classes at upper-secondary school, and how language use impacts immigrant students as ‘English as an additional language’ (EAL) learners. Exploration of this topic was initiated due to current research highlighting the importance of using multilingual students’ full linguistic repertoires as a resource for learning an additional language through multilingual pedagogies. Eight research questions were formulated with the intention of providing a detailed and holistic answer to this topic.

To address the research questions, a mixed methods approach with the main emphasis on quantitative strands was chosen. Methods used for data collection included an adaption of Gardner’s (2004) AMTB questionnaire answered by ImSt, the Oxford English language proficiency tests answered by ImSt and native students (NaSt), and semi-structured interviews where informants were the English teachers of the participating ImSt.

Findings from this study indicated that ImSt generally had very positive attitudes and experiences as EAL learners. However, ImSt had, on average, much lower proficiency levels than same-aged NaSt attending Norwegian schools since 1st grade. Consequently, large proficiency gaps between ImSt often made it difficult for EAL teachers to facilitate EAL learning among their ImSt. Despite the challenges for EAL teachers to facilitate EAL learning, none of the EAL teachers reported implementing multilingual pedagogies systematically to create a better EAL learning environment. Additionally, EAL teachers exhibited a discrepancy between their beliefs and practices on multilingual pedagogies. All teachers expressed positivity towards its implementation, while none of them reported actively and systematically practiced multilingual pedagogies in the EAL classroom.

In light of this, this thesis advocates for an increased focus on multilingual pedagogy, particularly pedagogical translanguaging, as an important tool for improving ImSt’s EAL learning experience and outcomes in Norwegian introductory classes. By employing pedagogical translanguaging, ImSt might enhance their English proficiency at a faster pace, which, in turn might aid the process of transitioning to mainstream classes—a process closely linked to integration policies set by the Norwegian government.