Use of students’ linguistic resources in teaching English as an additional language in Norway : An empirical study

Doctoral thesis (PhD) - Nord University, 2020publishedVersio

Examining Pedagogical Translanguaging : A Systematic Review of the Literature

publishedVersio

Writing in L2 : Norwegian Students’ Use of Translanguaging at the Draft Stage

This study explores Norwegian students’ use of translanguaging at the draft stage of writing in English (L2). 37 drafts containing language alternation were analyzed using the proposed integrated framework of translanguaging and pragmatic code-switching. The analysis showed that the students’ uses of translanguaging range from a strategic juxtaposition of linguistic elements fulfilling certain socio-pragmatic functions, to highly flexible language alternation with the aim of generating content or experimenting with one’s linguistic repertoire. Based on the results, the study argues for the utility of the integrated framework of translanguaging and code-switching in answering the call for more empirical research on written form(s) of translanguaging in mainstream multilingual language classrooms

Use of students’ linguistic resources in teaching English as an additional language in Norway : An empirical study

Doctoral thesis (PhD) - Nord University, 2020publishedVersio

Research on three L2 writing conditions: Students’ perceptions and use of background languages when writing in English

This paper gives an account of Norwegian upper secondary school students’ self-reported use of linguistic resources while composing a text in English (L2) under three different writing conditions, i.e. English-only, translation, and translanguaging. After writing a text in English, 200 students answered a questionnaire about their use of background languages as well as their perceptions of the assigned writing condition. A combination of quantitative and qualitative approaches to the analysis of the questionnaire data was employed to capture how the students use their background languages and what they consider to be relative advantages and disadvantages of the assigned writing condition. The results indicate: (i) a strong presence of English as a metacognitive language of choice in all three writing conditions, (ii) students’ strategic use of L1 to generate ideas and structure information, and (iii) students’ willingness to experiment with languages to enhance certain aspects of their writing. By integrating translation and translanguaging into the drafting stage of writing in a target language, the present study contributes to the empirical research that embraces bi- and multilingual approach to English writing instruction in modern language classrooms as they become more linguistically and culturally diverse

Research on three L2 writing conditions : Students’ perceptions and use of background languages when writing in English

This paper gives an account of Norwegian upper secondary school students’ self-reported use of linguistic resources while composing a text in English (L2) under three different writing conditions, i.e. English-only, translation, and translanguaging. After writing a text in English, 200 students answered a questionnaire about their use of background languages as well as their perceptions of the assigned writing condition. A combination of quantitative and qualitative approaches to the analysis of the questionnaire data was employed to capture how the students use their background languages and what they consider to be relative advantages and disadvantages of the assigned writing condition. The results indicate: (i) a strong presence of English as a metacognitive language of choice in all three writing conditions, (ii) students’ strategic use of L1 to generate ideas and structure information, and (iii) students’ willingness to experiment with languages to enhance certain aspects of their writing. By integrating translation and translanguaging into the drafting stage of writing in a target language, the present study contributes to the empirical research that embraces bi- and multilingual approach to English writing instruction in modern language classrooms as they become more linguistically and culturally diverse