English as an additional language (EAL) for newly arrived students in Norway

Abstract

This thesis aims to map out current research trends on teaching English as an additional language to newly arrived students, and investigate how this research can shed light on English teaching practices in mainstream and sheltered classrooms in Norway. This is seen in light of the linguistically enriched classrooms in Norway where other languages besides Norwegian can be of use to learn English. These aims will be answered through a systematic review adapted from Rose et al. (2021). The twelve selected studies have been compartmentalized into six categories: (i) multilingual practices, (ii) perception, (iii) teacher qualification, (iv) preparedness, (v) educational language policy, (vi) inclusion and exclusion. Some studies can be placed in more than one category as they aim to investigate several things. Majority of studies report on multilingual practices, but only three of these studies investigate concrete pedagogical practices, namely translation, translanguaging and trilingual writing practices. Overall, many studies indicate that mastery of English is a prerequisite for participation in Norway. However, with existing educational policies and pedagogical practices, changes are required to afford newly arrived students equal opportunities of participation in education and societal life. Given the limited research available on English for newly arrived students, more research needs to be conducted within this field in order to gain insight into how better practices can be developed.