A multilingual approach in the EFL classroom A micro-ethnographic study of multilingualism in the English Foreign Language Classroom

Abstract

This thesis aims to explore how multilingualism in the English Foreign Language (EFL) classroom is approached in a lower secondary school in Norway, from an information-rich case. This paper investigates how teachers conceive and approach multilingualism by observing the classroom discourse. Moreover, the study delves into complex aspects within the classroom to explore the affordances of a multilingual approach. This study employs a qualitative approach embedded with ethnographic characteristics allowing an in-depth examination of the complex phenomenon multilingualism. The data collection methods utilized in this study are observations in two classrooms and interview with the Foreign Language teacher. The data collected was then analysed holistically in order to paint a full picture of the classroom culture.

The findings indicate that language use within the focal case is predominantly determined by pedagogical choices and encouragement of additional languages. The findings suggest that pupils utilise their linguistic repertoire when grouped together in language pairs, and that through a multilingual design engagement and investment promotes exploration of their identities. Lastly, the findings also showed that assessment practice and participant structure constrained to a degree a full multilingual approach.

Consequently, the study suggests that designing multilingual lessons requires teachers to be aware of their own position in relation to linguistic diversity and multilingualism to scaffold and recognize the needs of the pupils. Linguistic diversity and social justice should establish the foundation for teaching practices. This shift necessitates teachers to critically examine their language ideologies and attitudes to implement translanguaging strategies that facilitate pupils to draw on their linguistic repertoire, thereby developing their metalinguistic awareness within the classroom. Lastly, I argue that current assessment practices established need revision and operationalisation to affirm and promote multilingualism as a resource through formative assessment.