Ingrid Rodrick Beiler
Biographic Data
| ID | 5435359 |
|---|---|
| NAME | Ingrid Rodrick Beiler |
| GIVEN NAMES | Ingrid Rodrick |
| FAMILY NAME | Beiler |
| SIGNATURE | BEILER I R |
| AFFILIATIONS | University of Oslo |
| ORCID | 0000-0002-9660-5156 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Epistemologies of language and epistemic injustice in adult basic education for immigrants
Many adults who immigrate from the Global South to Western countries experience devaluation of their knowledge and expertise. Such epistemic injustice may be exacerbated by Eurocentric epistemologies of language as fixed and codified, rather than as a dynamic, relational practice. This study explores how these dynamics unfold in adult basic education by examining intersections of language and epistemic injustice, including hermeneutical, contribu…
Screen recording: A qualitative method for making visible digital activities in educational practices
Interrogating the role of technology in practice can be challenging because of the ubiquitous, yet often private, use of technology, rendering large parts of practice invisible. This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing pract…
‘A quest gone too far’: Rhetorical citizenship in secondary students’ L2 English writing
In contrast to studies of academic writing, research on secondary students’ L2 writing has tended to emphasize formal characteristics. Highlighting instead meaning-making in L2 English writing, this study aims to explore secondary student writers’ enactment of rhetorical citizenship, that is, the discursive constitution of membership in a community. The focal data consist of 34 argumentative essays, which are contextualized by ethnographic data (…
“When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters
The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual …
Connecting language and place in multilingual educational contexts in Norway and Finland
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents
In the Nordic countries, policy debates about English often highlight the threat of domain loss for national languages, but the high status of English may also have a differential impact on people in Nordic societies. This article investigates a policy gap in Norwegian upper secondary education, whereby an advanced English subject requirement may hinder graduation for immigrant adolescents with little previous English instruction, despite English…
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically maj…
Translation as Translingual Writing Practice in English as an Additional Language
Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethn…
Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Recent studies have demonstrated how teachers can draw on students' multilingual resources in teaching English writing, even in monolingually oriented policy settings. However, limited research has been conducted outside of countries where English is the majority language or in classes where few students share a language background. This article reports on a linguistic ethnography of English writing instruction in two introductory classes for new…
Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Recent studies have demonstrated how teachers can draw on students' multilingual resources in teaching English writing, even in monolingually oriented policy settings. However, limited research has been conducted outside of countries where English is the majority language or in classes where few students share a language background. This article reports on a linguistic ethnography of English writing instruction in two introductory classes for new…
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically maj…
Connecting language and place in multilingual educational contexts in Norway and Finland
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents
In the Nordic countries, policy debates about English often highlight the threat of domain loss for national languages, but the high status of English may also have a differential impact on people in Nordic societies. This article investigates a policy gap in Norwegian upper secondary education, whereby an advanced English subject requirement may hinder graduation for immigrant adolescents with little previous English instruction, despite English…
Translation as Translingual Writing Practice in English as an Additional Language
Translation has recently been revived as an approach to language learning that builds on students’ linguistic repertoires, particularly in linguistically diverse classrooms. However, few studies have examined how students use translation as part of writing in an additional language. This article provides new insights based on the translation practices of 22 newly arrived students in Norway during English writing instruction. Using linguistic ethn…
Negotiating Multilingual Resources in English Writing Instruction for Recent Immigrants to Norway
Recent studies have demonstrated how teachers can draw on students' multilingual resources in teaching English writing, even in monolingually oriented policy settings. However, limited research has been conducted outside of countries where English is the majority language or in classes where few students share a language background. This article reports on a linguistic ethnography of English writing instruction in two introductory classes for new…
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Translanguaging has gained prominence as a way to understand multilingual practices and draw on these in additional language teaching, but questions remain regarding its application in various educational contexts. This study investigates the significance of translanguaging across instructional settings by comparing discourses of markedness in accelerated, mainstream, and sheltered classes taught by the same teacher, where both linguistically maj…
Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents
In the Nordic countries, policy debates about English often highlight the threat of domain loss for national languages, but the high status of English may also have a differential impact on people in Nordic societies. This article investigates a policy gap in Norwegian upper secondary education, whereby an advanced English subject requirement may hinder graduation for immigrant adolescents with little previous English instruction, despite English…
‘A quest gone too far’: Rhetorical citizenship in secondary students’ L2 English writing
In contrast to studies of academic writing, research on secondary students’ L2 writing has tended to emphasize formal characteristics. Highlighting instead meaning-making in L2 English writing, this study aims to explore secondary student writers’ enactment of rhetorical citizenship, that is, the discursive constitution of membership in a community. The focal data consist of 34 argumentative essays, which are contextualized by ethnographic data (…
“When we use that kind of language… someone is going to jail”: Relationality and aesthetic interpretation in initial research encounters
The aim of this article is to investigate ethical and aesthetic dimensions of negotiating linguistic differences between researchers and participants in the initial research consent process, based on data from a collaborative research project in adult basic education for immigrants, in which a large number of students initially refused to participate. First, we interpret negotiations of consent as relational acts, where teachers and multilingual …
Connecting language and place in multilingual educational contexts in Norway and Finland
Translanguaging and culturally sustaining pedagogies: A mutually dependent relationship
Translanguaging has increasingly been embraced in equity‐oriented research on foreign language teaching, yet with variable engagement with complex models of culture. In this article, we investigate the nexus of translanguaging and culturally sustaining pedagogies (CSP) as one response to this shortcoming. Extending previous research theoretically and contextually, our comparative case‐to‐case synthesis examines this nexus in English foreign langu…
Epistemologies of language and epistemic injustice in adult basic education for immigrants
Many adults who immigrate from the Global South to Western countries experience devaluation of their knowledge and expertise. Such epistemic injustice may be exacerbated by Eurocentric epistemologies of language as fixed and codified, rather than as a dynamic, relational practice. This study explores how these dynamics unfold in adult basic education by examining intersections of language and epistemic injustice, including hermeneutical, contribu…
Screen recording: A qualitative method for making visible digital activities in educational practices
Interrogating the role of technology in practice can be challenging because of the ubiquitous, yet often private, use of technology, rendering large parts of practice invisible. This article proposes screen recording as a promising method for studying digital environments in education, presenting three cases of integrating screen recordings into a qualitative design: social media use in the classroom, school leadership practice, and writing pract…
Multilingual Education and Policy (8 works) · Linguistics (7 works) · Psychology (6 works) · Second Language Learning and Teaching (6 works) · Pedagogy (5 works) · Sociology (5 works) · EFL/ESL Teaching and Learning (4 works) · Ethnography (4 works) · Norwegian (3 works) · Translanguaging (3 works)