Christine Möller-Omrani
Biographic Data
| ID | 3532139 |
|---|---|
| NAME | Christine Möller-Omrani |
| GIVEN NAMES | Christine |
| FAMILY NAME | Möller-Omrani |
| SIGNATURE | MÖLLER-OMRANI C |
| AFFILIATIONS | Western Norway University of Applied Sciences |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Metalinguistic Awareness in the EFL Classroom and Beyond
Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom. This study argues for the potential of translation in promoting learners' metalinguistic awareness, through metalinguistic talk. Based on the conceptualization of tran…
Beyond monolingual vs. multilingual
Despite increasing calls for acknowledging the gradient nature of multilingualism, research on its relationship with metalinguistic awareness (MLA) still primarily employs group comparison. This article aims to push the discussion of the relationship between multilingualism and MLA beyond the prevalent monolingual–multilingual distinction, by advocating for a scalar, multidimensional perspective. Participants’ language use across various contexts…
Education stakeholders’ linguistic diversity and its potential for pluralistic approaches in language education
The linguistic and cultural diversity of today’s classrooms necessitates viewing plurilingualism as both an educational resource and an objective. Pluralistic approaches to teaching are considered important tools in this regard. This study explored, from a Norwegian perspective, the linguistic potential of three main stakeholder groups in the education context – teachers, parents, and especially pupils – to contribute to one such pluralistic appr…
Metalinguistic awareness across the lifespan
The reasons for learning a new language are manifold, and as a result, additional language learning is by no means limited to the context of compulsory education. While one or more additional langu
Developing an MLA-test for young learners – insights from measurement theory and language testing
This article presents the process of constructing and validating a test of metalinguistic awareness (MLA) for young school children (age 8–10). The test was developed between 2021 and 2023 as part of the MetaLearn research project, financed by The Research Council of Norway. The research team defines MLA as using metalinguistic knowledge at a point in real time. To develop the test, the research team relied heavily on general measurement theory (…
The development of metalinguistic awareness in the early stages of formal language education
Motivated by a complex-dynamic systems (CDS) perspective, this longitudinal study explored metalinguistic awareness (MLA) and its development in the early stages of formal schooling. MLA is understood as using knowledge about language at a point in real time. Elementary school children in Norway (N = 169) were administered two parallel versions of a new MLA-test: at the beginning (age 7–8) and end of grade 3 (age 8–9), and at the end of grade 4 (…
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teache…
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teache…
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
Internationally, multi-/plurilingualism has been defined as an important educational goal and plurilingual education as a right for all learners. The present study investigates the readiness of Norwegian pre-service teachers (N = 54) to lay the foundations for multilingualism and life-long language learning (LLLL) for all pupils in the elementary school English as a Foreign Language (EFL) classroom. For this purpose, we studied pre-service teache…
Metalinguistic awareness across the lifespan
The reasons for learning a new language are manifold, and as a result, additional language learning is by no means limited to the context of compulsory education. While one or more additional langu
Developing an MLA-test for young learners – insights from measurement theory and language testing
This article presents the process of constructing and validating a test of metalinguistic awareness (MLA) for young school children (age 8–10). The test was developed between 2021 and 2023 as part of the MetaLearn research project, financed by The Research Council of Norway. The research team defines MLA as using metalinguistic knowledge at a point in real time. To develop the test, the research team relied heavily on general measurement theory (…
The development of metalinguistic awareness in the early stages of formal language education
Motivated by a complex-dynamic systems (CDS) perspective, this longitudinal study explored metalinguistic awareness (MLA) and its development in the early stages of formal schooling. MLA is understood as using knowledge about language at a point in real time. Elementary school children in Norway (N = 169) were administered two parallel versions of a new MLA-test: at the beginning (age 7–8) and end of grade 3 (age 8–9), and at the end of grade 4 (…
Metalinguistic Awareness in the EFL Classroom and Beyond
Current trends encouraging a move away from monolingual teaching have sparked a renewed interest in the role of translation in language instruction. Yet, there are few theoretically and empirically grounded proposals regarding specific uses of translation in the language classroom. This study argues for the potential of translation in promoting learners' metalinguistic awareness, through metalinguistic talk. Based on the conceptualization of tran…
Beyond monolingual vs. multilingual
Despite increasing calls for acknowledging the gradient nature of multilingualism, research on its relationship with metalinguistic awareness (MLA) still primarily employs group comparison. This article aims to push the discussion of the relationship between multilingualism and MLA beyond the prevalent monolingual–multilingual distinction, by advocating for a scalar, multidimensional perspective. Participants’ language use across various contexts…
Education stakeholders’ linguistic diversity and its potential for pluralistic approaches in language education
The linguistic and cultural diversity of today’s classrooms necessitates viewing plurilingualism as both an educational resource and an objective. Pluralistic approaches to teaching are considered important tools in this regard. This study explored, from a Norwegian perspective, the linguistic potential of three main stakeholder groups in the education context – teachers, parents, and especially pupils – to contribute to one such pluralistic appr…
EFL/ESL Teaching and Learning (6 works) · Second Language Learning and Teaching (5 works) · Metalinguistics (4 works) · Multilingual Education and Policy (4 works) · Language acquisition (3 works) · Metalinguistic awareness (3 works) · Multilingualism (3 works) · Comprehension approach (2 works) · Conceptualization (2 works) · Language Development and Disorders (2 works)