Åsta Haukås
Biographic Data
| ID | 3426538 |
|---|---|
| NAME | Åsta Haukås |
| GIVEN NAMES | Åsta |
| FAMILY NAME | Haukås |
| SIGNATURE | HAUKÅS Å |
| AFFILIATIONS | University of Bergen |
| ORCID | 0000-0002-5831-7823 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 98 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Designing pedagogical materials for the multilingual English classroom
Purpose The increasing linguistic diversity of language classrooms has brought the need for a paradigm shift in the teaching of English that acknowledges the multilingual repertoire of students as a resource. As a consequence, there is a growing demand for research-informed teacher education that prepares teachers to transform classroom practices and learning materials accordingly. However, few studies have examined the agentive role of teachers …
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Introduction
This special issue brings together seven studies that explore how multilingualism is lived, negotiated, and fostered across homes, schools, universities, and wider societal contexts. Originating from the second online Multilingualism on My Mind (MoMM) conference in 2024, hosted by the University of Bergen, the contributions reflect a shared understanding of multilingualism not merely as linguistic competence, but as a social, cultural, and politi…
Teachers’ beliefs and experiences regarding collaboration across language subjects
In schools worldwide, there are increasing expectations for teacher collaboration across subjects. However, despite the potential benefits for students and teachers of viewing language subjects as interrelated, limited research has explored how meaningful collaboration across different language subjects can be undertaken. Addressing this gap, this study investigates language teachers’ experiences with and perspectives on collaboration across lang…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Exploring teachers’ multilingual beliefs and practices in Argentina
Teachers play a crucial role in facilitating the multilingual turn in language education. While numerous studies have examined teachers’ multilingual beliefs and practices across multiple contexts, research in Argentina remains limited, despite its multilingual landscape. This study explores teachers’ beliefs regarding multilingualism and multilingual pedagogy within the Argentine educational context, along with their self-reported multilingual p…
Towards sustainable collaboration between language teachers and teacher educators
Language teachers and teacher educators could benefit from greater collaboration. However, given the numerous expectations placed on them, it is important to identify sustainable ways to collaborate. Grounded in a Nordic understanding of collaborative action research, this study explored whether inviting a teacher to write her language learning and teaching story, and the teacher educator to read, comment, and subsequently reflect together, could…
Highlighting spaces for enacting multilingualism as a resource
Secondary school students’ beliefs about multilingualism across contexts
International audience
Understanding the factors supporting language teachers’ sustained motivation until retirement
While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently …
Visualising the language practices of lower secondary students
The multilingual turn in applied linguistics has produced a number of models that approach multilingualism from a variety of disciplinary and theoretical perspectives. However, fully developed models of multilingualism that focus on the language practices of individuals and groups are still lacking. This paper contributes to address this gap by introducing visual models that represent the contexts of practice and attitudes to the languages in the…
School students’ beliefs about the benefits of multilingualism
Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students’ beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences…
Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis
In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our anal…
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject
Teaching a language subject in school is often referred to as being different and unique compared to teaching a non‐language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers’ actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring…
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms
The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently,…
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Knowledge of teachers’ beliefs is central to understanding teachers’ decision-making in the classroom. The present study explores Norwegian language teachers’ beliefs about multilingualism and the use of a multilingual pedagogical approach in the third-language (L3) classroom. This study analysed data collected via focus group discussions with 12 teachers of French (N = 4), German (N = 2) and Spanish (N = 6) using qualitative content analysis. Th…
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Knowledge of teachers’ beliefs is central to understanding teachers’ decision-making in the classroom. The present study explores Norwegian language teachers’ beliefs about multilingualism and the use of a multilingual pedagogical approach in the third-language (L3) classroom. This study analysed data collected via focus group discussions with 12 teachers of French (N = 4), German (N = 2) and Spanish (N = 6) using qualitative content analysis. Th…
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms
The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently,…
Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis
In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our anal…
School students’ beliefs about the benefits of multilingualism
Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students’ beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Towards sustainable collaboration between language teachers and teacher educators
Language teachers and teacher educators could benefit from greater collaboration. However, given the numerous expectations placed on them, it is important to identify sustainable ways to collaborate. Grounded in a Nordic understanding of collaborative action research, this study explored whether inviting a teacher to write her language learning and teaching story, and the teacher educator to read, comment, and subsequently reflect together, could…
Highlighting spaces for enacting multilingualism as a resource
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject
Teaching a language subject in school is often referred to as being different and unique compared to teaching a non‐language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers’ actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring…
Teachers’ beliefs about multilingualism and a multilingual pedagogical approach
Knowledge of teachers’ beliefs is central to understanding teachers’ decision-making in the classroom. The present study explores Norwegian language teachers’ beliefs about multilingualism and the use of a multilingual pedagogical approach in the third-language (L3) classroom. This study analysed data collected via focus group discussions with 12 teachers of French (N = 4), German (N = 2) and Spanish (N = 6) using qualitative content analysis. Th…
Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms
The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations of multilingualism in the L1 subject provide the potential for enhancing all students’ multilinguality. In Norway, several policy papers have emphasised the important role of the L1 Norwegian subject in promoting students’ multilingualism as a resource, but guidelines are lacking on how this should be facilitated. Consequently,…
School Teachers’ Perceptions of Similarities and Differences between Teaching English and a Non‐Language Subject
Teaching a language subject in school is often referred to as being different and unique compared to teaching a non‐language subject. However, the few existing studies examining this claim have mainly investigated the viewpoints of teachers who only teach one language, thus failing to achieve a comparison based on teachers’ actual lived experiences of teaching two different subjects. The present study was designed to address this gap by exploring…
Identifying pluralistic approaches in language subjects in Denmark, Norway, and Sweden – A comparative curriculum analysis
In Scandinavia, plurilingualism has been embraced as an important goal in language curricula. However, research shows that teachers struggle to understand what plurilingualism is and how it can be implemented. To address this lack of clarity, we analysed the curricula for the three main language subjects of schooling in Denmark, Norway, and Sweden with the purpose of identifying which pluralistic approaches can be found in them. We based our anal…
Understanding the factors supporting language teachers’ sustained motivation until retirement
While many language teachers leave the profession early, others thrive and teach until retirement. Understanding how these teachers maintain their passion can help identify the support needed for their personal and professional growth. However, research on the factors behind their sustained happiness in the teaching profession is limited. The main objective of this qualitative study was to explore the beliefs and career stories of three recently …
Visualising the language practices of lower secondary students
The multilingual turn in applied linguistics has produced a number of models that approach multilingualism from a variety of disciplinary and theoretical perspectives. However, fully developed models of multilingualism that focus on the language practices of individuals and groups are still lacking. This paper contributes to address this gap by introducing visual models that represent the contexts of practice and attitudes to the languages in the…
School students’ beliefs about the benefits of multilingualism
Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students’ beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences…
Beyond Macroethics
Participant rights and voices are protected through institutional ethical considerations in the social sciences and applied linguistics. Yet, several ethical concerns remain. In addition to adhering to institutional macroethics , researchers should develop microethics to address contextual issues within their research. The need for the development of microethics is particularly important in the qualitative research process where researchers engag…
Exploring teachers’ multilingual beliefs and practices in Argentina
Teachers play a crucial role in facilitating the multilingual turn in language education. While numerous studies have examined teachers’ multilingual beliefs and practices across multiple contexts, research in Argentina remains limited, despite its multilingual landscape. This study explores teachers’ beliefs regarding multilingualism and multilingual pedagogy within the Argentine educational context, along with their self-reported multilingual p…
Towards sustainable collaboration between language teachers and teacher educators
Language teachers and teacher educators could benefit from greater collaboration. However, given the numerous expectations placed on them, it is important to identify sustainable ways to collaborate. Grounded in a Nordic understanding of collaborative action research, this study explored whether inviting a teacher to write her language learning and teaching story, and the teacher educator to read, comment, and subsequently reflect together, could…
Highlighting spaces for enacting multilingualism as a resource
Secondary school students’ beliefs about multilingualism across contexts
International audience
Designing pedagogical materials for the multilingual English classroom
Purpose The increasing linguistic diversity of language classrooms has brought the need for a paradigm shift in the teaching of English that acknowledges the multilingual repertoire of students as a resource. As a consequence, there is a growing demand for research-informed teacher education that prepares teachers to transform classroom practices and learning materials accordingly. However, few studies have examined the agentive role of teachers …
Pre-service teachers’ perceived agency in developing family–school cooperation for language learning
Although substantial research highlights the positive impact of family–school cooperation on students’ academic success and well-being, language teachers—both in-service and pre-service—often feel underprepared to take agentic roles in fostering collaboration with families. In Norway, where multilingualism is common and multiple languages are taught in schools, such cooperation is vital. This qualitative study from the Norwegian context investiga…
Introduction
This special issue brings together seven studies that explore how multilingualism is lived, negotiated, and fostered across homes, schools, universities, and wider societal contexts. Originating from the second online Multilingualism on My Mind (MoMM) conference in 2024, hosted by the University of Bergen, the contributions reflect a shared understanding of multilingualism not merely as linguistic competence, but as a social, cultural, and politi…
Teachers’ beliefs and experiences regarding collaboration across language subjects
In schools worldwide, there are increasing expectations for teacher collaboration across subjects. However, despite the potential benefits for students and teachers of viewing language subjects as interrelated, limited research has explored how meaningful collaboration across different language subjects can be undertaken. Addressing this gap, this study investigates language teachers’ experiences with and perspectives on collaboration across lang…
EFL/ESL Teaching and Learning (10 works) · Multilingual Education and Policy (10 works) · Multilingualism (10 works) · Mathematics education (9 works) · Pedagogy (9 works) · Psychology (9 works) · Second Language Learning and Teaching (9 works) · Linguistics (7 works) · Sociology (7 works) · Computer Science (5 works)