Abstract Summary
This PhD-study explores how multilingualism can be operationalized. A first study examined teacher cognition (Myklevold, forthcoming), whereas this article will analyze the pupils' perceptions. The purpose is to provide empirical evidence of how multilingualism may be operationalized, and explore how multilingual teaching can contribute to maximizing learning.
Abstract :
The multilingual turn (May 2013) has implied a paradigm shift in how language learning is perceived. However, some claim that this paradigm shift has been mainly theoretical and has thus not had a great impact on how languages are taught in classrooms around the world (Paquet-Gauthier & Beaulieu 2016). Several studies in Norway report that teachers lack knowledge of multilingualism and how to operationalize it (Dahl & Krulatz 2016; Haukås 2016; Haukås & Speitz 2018; Krulatz et al. 2018).
This PhD-study explores examples and aspects of how multilingualism can be operationalized at the upper secondary school level. A first partial study examined teacher cognition (Myklevold, forthcoming), whereas this presentation will provide insights into the results of the pupils' perceptions.
The investigation utilizes a classroom-based intervention approach (Burner 2016) in which a group of pupils (n=19) is introduced to a four-week multilingual teaching scheme. Questionnaires, observations and interviews are used to explore how the pupils perceive the multilingual approach, and to what extent it aids them in their language learning. The purpose of the study is to provide empirical evidence of how the construct of multilingualism may be operationalized and explore how multilingual teaching can contribute to maximizing language learning.
The theoretical rationale for the operationalization is based on a set of descriptors of multilingualism identified in the CEFR (Council of Europe 2018). In addition, a significant aspect of multilingualism as a resource for improving language learning is the importance attributed to metacognition (Flavell 1979). Studies have shown that metacognition is important in order to strengthen learning in general (ibid) and language learning in particular (Anderson 2008, Haukås 2014). Metacognition is used to examine the pupils’ perceptions of the multilingual intervention, and to analyze to which degree it enhances their awareness of their own linguistic repertoire (Fisher et al. 2018).
