Norwegian L1 teachers’ beliefs about a multilingual approach in increasingly diverse classrooms

The L1 subject is a central meeting place for all students regardless of their linguistic backgrounds. Thus explorations multilingualism in the provide potential enhancing students’ multilinguality. In Norway, several policy papers have emphasised important role Norwegian promoting as resource, but guidelines are lacking on how this should be facilitated. Consequently, teachers’ beliefs about to understanding and what extent they implement multilingual pedagogy. Whereas previous research context has mainly explored foreign language multilingualism, study investigated can taught an increasingly diverse classroom. Ten upper secondary school teachers discussed these topics focus groups. Most had language-as-problem orientation multilingualism. particular, found it challenging improve minority skills. Moreover, rarely encouraged use resource They also reported little guidance from textbooks. findings suggest strong need supporting developing mindset creating suitable teaching materials.