Anja Maria Pesch
Biographic Data
| ID | 6521129 |
|---|---|
| NAME | Anja Maria Pesch |
| GIVEN NAMES | Anja Maria |
| FAMILY NAME | Pesch |
| SIGNATURE | PESCH A M |
| AFFILIATIONS | UiT The Arctic University of Norway |
| ORCID | 0009-0007-3714-1877 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Learnings from/about diversity in space and time
This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to refle…
Semiotic landscapes as constructions of multilingualism – a case study of two kindergartens
This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism as well as pedagogical aims. The data material fo…
Kindergartens in Northern Norway as semiotic landscapes
Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in North…
Multilingual encounters in Northern Norway
Norway has always been a multilingual society; Sami languages have been spoken in vast geographical areas since prehistoric times, the Kven and other historical minority groups settled in the count
They call me anneanne!” translanguaging as a theoretical and pedagogical challenge and opportunity in the kindergarten context in Norway
Translanguaging has become a popular concept in educational contexts. However, it has not been discussed much in the kindergarten context of Norway. Many studies on translanguaging have been carried out in specific bilingual classrooms. In kindergartens in Norway, Norwegian is usually the common and majority language whilst a growing number of children attending kindergarten are multilingual with diverse linguistic background, and kindergarten te…
Learnings from/about diversity in space and time
This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to refle…
They call me anneanne!” translanguaging as a theoretical and pedagogical challenge and opportunity in the kindergarten context in Norway
Translanguaging has become a popular concept in educational contexts. However, it has not been discussed much in the kindergarten context of Norway. Many studies on translanguaging have been carried out in specific bilingual classrooms. In kindergartens in Norway, Norwegian is usually the common and majority language whilst a growing number of children attending kindergarten are multilingual with diverse linguistic background, and kindergarten te…
Semiotic landscapes as constructions of multilingualism – a case study of two kindergartens
This article explores the construction of multilingualism in the semiotic landscapes of two kindergartens, one in Norway and one in Germany. Semiotic landscape is here understood as the visual linguistic environment, including various semiotic resources, such as texts, symbols, drawings or pictures. In kindergarten, semiotic landscapes construct and transform views on languages and multilingualism as well as pedagogical aims. The data material fo…
Kindergartens in Northern Norway as semiotic landscapes
Educational institutions have a responsibility to ensure that all children receive care and equal possibilities for development, independent of their linguistic and cultural background. However, there is little knowledge about how kindergartens ensure a welcoming and inspiring place for both transnational migrants, Indigenous children, and children from the majority population. Through a semiotic landscape analysis from two kindergartens in North…
Multilingual encounters in Northern Norway
Norway has always been a multilingual society; Sami languages have been spoken in vast geographical areas since prehistoric times, the Kven and other historical minority groups settled in the count
They call me anneanne!” translanguaging as a theoretical and pedagogical challenge and opportunity in the kindergarten context in Norway
Translanguaging has become a popular concept in educational contexts. However, it has not been discussed much in the kindergarten context of Norway. Many studies on translanguaging have been carried out in specific bilingual classrooms. In kindergartens in Norway, Norwegian is usually the common and majority language whilst a growing number of children attending kindergarten are multilingual with diverse linguistic background, and kindergarten te…
Learnings from/about diversity in space and time
This article critically examines the discourses concerning historical and transnational linguistic and cultural diversity in the semiotic landscape of a new teacher education building in Norway. In 2020, this building, housing the Department of Education, opened at UiT The Arctic University of Norway, in the city of Tromsø. Designing, constructing, and decorating a new building for a national teacher education was taken as an opportunity to refle…
Linguistics (5 works) · Multilingual Education and Policy (5 works) · Sociology (5 works) · Anthropology (3 works) · Multilingualism (3 works) · Second Language Learning and Teaching (3 works) · Semiotics (3 works) · Geography (2 works) · Global Education and Multiculturalism (2 works) · History (2 works)