Anglonormativity in Norwegian language education policy and in the educational trajectories of immigrant adolescents
Bibliographic Data
| ID | 12833971 |
|---|---|
| Authors | Ingrid Rodrick Beiler (0000-0002-9660-5156, University of Oslo, corresponding author) |
| Year | 2022 |
| Publication date | 2022-09-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Policy (JOURNAL) |
| Journal identifiers | ISSN: 1568-4555 • E-ISSN: 1573-1863 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/s10993-022-09632-5 |
| OpenAlex | W4296363534 |
| Language | EN |
| Citations received | 9 |
| References cited | 32 |
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 not being the medium of education in Norway. The aim of the study is to examine the impact of the upper secondary English requirement and of sheltered instruction as a local policy solution for such students. I use nexus analysis (Hult, 2015) to analyze ethnographic data from one upper secondary school that created an ad hoc sheltered English class. Data include field notes, classroom video and audio recordings, language portraits, and interviews with one school leader, one teacher, and six students. I draw on decolonial theory (e.g., García et al., 2021; Santos, 2007), notably Anglonormativity (McKinney, 2017), to trace discursive, interactional, and personal policy scales. I found that the sheltered class reflected discourses of integration and Anglonormativity, but nonetheless offered greater affordances for participation than a mainstream English class. Furthermore, comparing the emphasis on English remediation with students’ broader repertoires surfaced possibilities for reframing students as resourceful multilingual learners. I discuss policy options that might better address underlying issues of epistemic justice, compared to solutions limited to increasing students’ proficiency in languages of power like English
Bilingual education · Class (philosophy · Cognitive reframing · Graduation (instrument · Language policy · Linguistics · Norwegian · Pedagogy · Political science · Sociology · Global Education and Multiculturalism · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching · Social Psychology
You do you
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Native-speakerism in the Norwegian subject teacher training program
Language Policy and Its Impact on National Programme Students in Chinese Internationalised Schools
Language Learners’ Historical Bodies Directing their Agency in the Digital Wilds
Connecting language and place in multilingual educational contexts in Norway and Finland
Digital childhoods and multilingual identities
In pursuit of common ground
Family, a racialized space
Beyond Abyssal Thinking
Third or Additional Language Acquisition
Translingual Practice
Translanguaging and the Transdisciplinary Framework for Language Teaching and Learning in a Multilingual World
Doing Ethnography
Rejecting abyssal thinking in the language and education of racialized bilinguals
Discursive mechanisms and human agency in language policy formation
Local Histories/Global Designs
In the shadow of ‘Anglobalization’ national tests in English in Norway and the making of a new English underclass
Ethnography of language policy
Myths and realities of ‘global’ English
Teacher qualifications, perceptions and practices concerning multilingualism at a school for newly arrived students in Norway
Questioning English standards
Marked and unmarked translanguaging in accelerated, mainstream, and sheltered English classrooms
Emergent Bilinguals and Tesol
Teaching English as a Non‐Imperial Language in an Underprivileged Public School in Spain
English as a Transcultural Language in Swedish Policy and Practice
Transnational linguistic capital
Nexus Analysis
The Linguistic Repertoire Revisited
The Interaction Order
We did what we thought was best for our children
| Unique citing works | 9 |
|---|---|
| Citations per year | 3 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |