Jonas Yassin Iversen
Biographic Data
| ID | 6175475 |
|---|---|
| NAME | Jonas Yassin Iversen |
| GIVEN NAMES | Jonas Yassin |
| FAMILY NAME | Iversen |
| SIGNATURE | IVERSEN J Y |
| AFFILIATIONS | University of Inland Norway |
| ORCID | 0000-0002-4354-4839 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Creating strong Sámi children’
Pre-service teachers’ agency to enact multilingual pedagogies
Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultural and multilingual schools. However, even teachers who are open to multilingual pedagogies report being restricted by monolingual language policies, language beliefs and assessment schemes. Hence, it is necessary to investigate the conditions for pre-service teachers to exercise their agen…
Translanguaging in transnational digital Arabic heritage language education
Due to globalisation and migration, the Arabic-speaking population in Europe has rapidly increased over the past few decades. To maintain the Arabic language, children across Europe attend community-based heritage language education. With the development of new communication technologies, digital Arabic heritage language education is gaining popularity. Although previous research from community-based Arabic heritage language education in physical…
Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden
In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general and literacy education in particular influence …
Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education
Studies have found that imaginations of a perceived ‘homeland’ plays a prominent role in much heritage language (HL) education. Taking Sámi HL education as a point of departure, I investigated the following research question: What opportunities and limitations can be associated with a land-based pedagogy in Indigenous HL education in an urban setting, removed from the ancestral homeland? This research question was investigated through an ethnogra…
Stories and early literacy education in Zambia
Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa.Several non-government projects are attempting to compensate for this by providing extensive reading material.One such project is the non-commercial, donor-initiated African Storybook.This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that p…
Pre-service teachers’ narratives about their lived experience of language
Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstra…
Comparing language ideologies in multilingual classrooms across Norway and Zambia
This article compares the language ideologies (Kroskrity 2000) of pre- and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. T…
Negotiating language ideologies
This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ disc…
Negotiating language ideologies
This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ disc…
Pre-service teachers’ narratives about their lived experience of language
Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstra…
Negotiating language ideologies
This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ disc…
Comparing language ideologies in multilingual classrooms across Norway and Zambia
This article compares the language ideologies (Kroskrity 2000) of pre- and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. T…
Pre-service teachers’ narratives about their lived experience of language
Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstra…
Stories and early literacy education in Zambia
Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa.Several non-government projects are attempting to compensate for this by providing extensive reading material.One such project is the non-commercial, donor-initiated African Storybook.This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that p…
Pre-service teachers’ agency to enact multilingual pedagogies
Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultural and multilingual schools. However, even teachers who are open to multilingual pedagogies report being restricted by monolingual language policies, language beliefs and assessment schemes. Hence, it is necessary to investigate the conditions for pre-service teachers to exercise their agen…
Translanguaging in transnational digital Arabic heritage language education
Due to globalisation and migration, the Arabic-speaking population in Europe has rapidly increased over the past few decades. To maintain the Arabic language, children across Europe attend community-based heritage language education. With the development of new communication technologies, digital Arabic heritage language education is gaining popularity. Although previous research from community-based Arabic heritage language education in physical…
Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden
In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general and literacy education in particular influence …
Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education
Studies have found that imaginations of a perceived ‘homeland’ plays a prominent role in much heritage language (HL) education. Taking Sámi HL education as a point of departure, I investigated the following research question: What opportunities and limitations can be associated with a land-based pedagogy in Indigenous HL education in an urban setting, removed from the ancestral homeland? This research question was investigated through an ethnogra…
Creating strong Sámi children’
Multilingual Education and Policy (9 works) · Pedagogy (9 works) · Sociology (9 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (7 works) · Second Language Learning and Teaching (7 works) · Political science (6 works) · Heritage language (3 works) · Multilingualism (3 works) · Native-language instruction (3 works)