State Organized Language Learning for Immigrants in Norway

This article examines Norwegian language courses in Norway aimed at newly arrived immigrants. The study is based on the analysis of data obtained from a survey of participants of such courses, and the results show the stronger and weaker points of this kind of language training. Among other topics examined are the participants' backgrounds, motivations for learning and linguistic habits. The article also describes how language courses for immigrants are organised in Norway, and what kind of rights and obligations immigrants there have with regards to language learning. The Norwegian approach to language learning for immigrants is then briefly compared to the way such challenges are met in Lithuania. In order to better describe the strenghts and weaknessed of the Norwegian way of organising language courses for immigrants, data from the VOX database (Norwegian Agency for Lifelong Learning) has been incorporated. These data consist of both basic information regarding the participants and their results, as well as information obtained through surveys done on teachers who are in charge of the courses. The overall aim of the article is to describe the experiences gained in Norway from organizing native language courses for large and diverse groups of immigrants. These experiences might be of interest when implementing large scale language training for immigrants in other countries, such as, for instance, Lithuania.DOI: http://dx.doi.org/10.5755/j01.sal.0.21.1515

Agency (philosophy · First language · Immigration · Language acquisition · Lifelong learning · Linguistics · Mathematics education · Norwegian · Pedagogy · Political science · Social science · Sociology · Computer Science · Higher Education Learning Practices · Psychology · Second Language Learning and Teaching

• Intercultural Communication

  Ingrid Piller, Piller Piller•Intercultural Communication•2017

  Add to list