Exploring Multilingualism in ELT: Translanguaging in Northern Norway

Abstract

This study examines the use of translanguaging practices in a 5th grade English classroom in Northern Norway. The study seeks to investigate the perception and implementation of translanguaging practices in English language learning among pupils and teachers. Data was collected through observations, a teacher interview, a focus group interview with three pupils, and the collection of classroom artifacts such as pictures of instructional materials and books. Findings suggest that both pupils and teachers are curious about the use of diverse languages within the classroom. However, teachers lack knowledge of how to effectively incorporate translanguaging strategies into their classroom. Additionally, pupils fear exclusion from their peers through the use of different languages in and outside of school. Moreover, the study revealed that translanguaging was mostly observed among the dominant languages, Norwegian and English, while minoritized languages were largely neglected during classroom interactions, potentially hindering the linguistic and cultural development of pupils from diverse language backgrounds. The findings of this study contribute to the increasing amount of research on translanguaging in educational settings and emphasize the significance of supporting multilingual pupils in their linguistic and cultural development. Additionally, the study suggests that teachers’ advanced and further education programs should prioritize knowledge of multilingualism. This knowledge would enable teachers to effectively use the diverse linguistic abilities of their pupils to enhance language learning outcomes. Furthermore, teachers should clearly communicate their expectations about language use to prevent exclusion as well as foster a positive environment that encourages pupils to fully use their language repertoires.