Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?
نویسندگان
چکیده
The present study investigates the dichotomous relationship between official language policies celebrating multilingualism in education on one hand, and practice field facing practical challenges concerning their students’ other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 focus groups teachers were used to investigate two research questions; 1) Which aspects are represented core curriculum subject curricula English, Foreign languages Norwegian LK20? 2) How perceived by Norwegian?
 findings indicate that there is a gap intentions ideological experiential students (Goodlad, 1979). When states “All pupils shall experience being proficient number resource, both school society at large”, report this normative assumption may place too much responsibility different stakeholders such as students, some reluctant display multilingual repertoires class. Furthermore, although level seem clear, operational remains unclear, since how claim be applied classroom not specified. This, addition fact conceptualized way three Languages Norwegian, explain why that, despite positive towards linguistic diversity, they insecure operationalization classrooms.
 Keywords: Multilingualism, Plurilingualism, Operationalizations multilingualism, Language
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ژورنال
عنوان ژورنال: Nordic Journal of Language Teaching and Learning (formerly NJMLM)
سال: 2021
ISSN: ['2703-8629']
DOI: https://doi.org/10.46364/njltl.v9i2.947