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Introduction
Anna Krulatz currently works at the Department of Teacher Education, Norwegian University of Science and Technology. Her research interests include multilingualism with English, interlanguage pragmatics, content-based instruction, and language teacher training.
Publications
Publications (79)
The increasingly diverse makeup of contemporary societies, and subsequently of classroom settings, necessitates a paradigm shift in teaching. This shift encourages the use of the students' entire linguistic repertoires as tools that can contribute to optimizing the learning experience. For traditionally monolingual classrooms, however, this shift h...
As language classrooms worldwide become increasingly multilingual, teachers need to be able to implement multilingual teaching practices (MTPs) that draw on learners’ existing linguistic resources (García & Sylvan, 2011; Kirsch & Duarte, 2020). This chapter presents a teacher professional development (PD) project that utilized the construct of domi...
English Medium Instruction (EMI) refers to the use of the English language to teach academic subjects where first language of the majority of the population is not English. One popular implementation of EMI, the Multilingual Model, would imply that some aspects (e.g. courses, sessions in some courses, and/or assessment) are taught through English,...
With increasing numbers of multilingual students in classrooms worldwide, research suggests that teachers of English as an additional language (EAL) feel insufficiently prepared to work with linguistically diverse learners. Consequently, there have been calls for more focus on diversity and multilingualism in teachers’ continuing professional devel...
Chapter eight is devoted to the indicator Multiliteracy. The chapter gives a justification for promoting a multiliteracy environment through utilizing literacy materials in different languages in learners’ repertoires and at various proficiency levels. It provides examples of ways in which learning activities and materials can require students to u...
The chapter introduces the last indicator of the model: Teacher and Learner Language Use. It explains why it is important for teachers to adjust teacher talk for the proficiency levels of the learners, provide clear explanations of classroom activities, model multilingual language practices (e.g., translanguaging), and employ a variety of technique...
This chapter focuses on the indicator Interaction and Grouping Configurations. It justifies the need for frequent opportunities for interaction and discussion between the teacher and the students and among the students in ways that encourage opportunities for negotiation of input and elaborated responses about lesson concepts. In addition, it provi...
Teachers and teacher administrators need tools to conduct assessments for learning and to provide constructive feedback in an ongoing effort to improve the quality of education. This chapter explains and illustrates how MADE can be used as an assessment tool to guide instructional planning and implementation so that school principals, peer-coaches,...
The chapter introduces the fourth indicator of the model: Language and Culture Attitudes. It examines why teacher and learner attitudes are important and how teachers can show explicit interest in students’ home languages, allow and value all languages in the classroom, and perform explicit actions that encourage learners to use their full linguist...
This chapter discusses the recent multilingual turn in language education and describes multilingual learners and their unique educational needs. It gives an overview of the existing definitions of bi- and multilingualism and considers the unique characteristics of multilinguals, including varying paths to multilingualism and the complexity of mult...
This chapter gives a summary of existing pedagogical approaches to language education, including those that specifically focus on and promote multilingualism. The chapter then provides a rationale for a holistic model for education in multilingual settings and introduces the Multilingual Approach to Diversity in Education (MADE), which is grounded...
Although many teacher education programs around the world are currently undergoing a shift to a multilingual orientation, it is often done on a trial-and-error basis as expertise in this area at the tertiary level is still lacking. This chapter proposes ways in which MADE can be integrated into preservice teacher education curricula, as well as pro...
The chapter is devoted to the first indicator of the model: Classrooms and Schools as Multilingual Spaces. Drawing on the notion of linguistic landscapes, the chapter provides a rationale for the appropriate use of classroom and school spaces as a part of culturally and linguistically sensitive teaching, the use of classroom spaces in a way that re...
This chapter presents the indicator Metacognition and Metalinguistic Awareness. Current research acknowledges that students benefit from opportunities to prepare and plan for learning and to make links between past learning and new concepts. The chapter examines how teachers can promote the use and monitoring of learning strategies and scaffolding...
The chapter introduces the second indicator of MADE: Developing and Using Teaching Materials. It focuses on how teaching materials can be used to promote multicompetence (i.e., more than one language in the same mind), translanguaging, and all language skills. It also discusses the importance of using differentiated materials that are appropriate f...
This chapter explains how MADE can function as a tool supporting instructional design. It first gives an overview of current research which consistently finds that teachers do not feel sufficiently prepared to work with multilingual learners and that they would like to have access to knowledge and tools that can better assist them in planning and d...
This Special Issue examines English teachers’ perspectives on multilingualism and
teaching English in multilingual contexts, implemented or planned teaching ractices,
and the teachers' intended goals. The research presented in this collection focuses
on the perspectives of pre- and in-service teachers in a range of educational settings. Overall, th...
Acknowledging the increasing linguistic and cultural diversity and the need for stronger bridges between language, educational research, and pedagogical applications, this Special Issue is devoted to examining English teachers’ perspectives about multilingualism and teaching English in multilingual contexts, implemented or planned teaching practice...
This longitudinal case study examined the impact of in-service teacher professional development (PD) on teacher cognition relative to multilingualism and pedagogical practices in linguistically diverse classrooms. Two teachers of English as an additional language (EAL) at a primary school in Norway, who teach large numbers of linguistically and cul...
After decades of persistent dominance of monolingual approaches in language teaching, we are now witnessing a shift to pluralist pedagogical practices that recognize learners’ mother tongues (MTs) as a valuable resource. This paper examines data from 44 questionnaire respondents and 4 interviewees to investigate teacher perspectives on using learne...
This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign l...
The rise in students' linguistic and cultural diversity has amplified the voices in both research and professional circles supporting multilingual practices in additional language education (Wang, 2019). Multilingual learning environments create opportunities for language learners’ engagement with their existing linguistic repertoires as potential...
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with th...
This study investigated the impact of professional development on teacher beliefs and practices in linguistically heterogeneous EAL classrooms. Structured classroom observations and semi-structured interviews were used to assess the progress of three EAL teachers at a Norwegian primary school who participated in monthly professional development wor...
Similar to other European countries, Norway has opened its borders to large numbers of refugees in the recent years. Norwegian language training is seen as serving an important role in the process of resettlement and integration into the Norwegian society and constitutes a central component of the obligatory, two-year Introduction Program for adult...
As international migration is becoming a commonplace phenomenon, there is a marked increase in the number of transnational multilingual families worldwide. This contribution examines the multilingual and multicultural identities and life stories of five transnational, multilingual immigrant couples residing in Norway and aims to contribute to the s...
With the growing numbers of culturally and linguistically heterogeneous children in classrooms around the globe, the education of multilingual young learners (MYLs) is undergoing a multilingual turn (Conteh & Meier, 2014; May, 2014, 2019). Teachers are important agents of change who can foster the development of children’s multilingual competences...
This paper investigates to what extent teacher trainees who had received instruction in pedagogical linguistics incorporate language learning in content-based lessons. The language objectives in the lesson plans were analyzed using the following categories: reading comprehension, vocabulary, word study, functional language, grammar, and writing and...
The present paper describes a contrastive study of interlanguage refusal strategies employed by Korean and Norwegian learners of English as an additional language. The data were collected from multilingual first-year students at an American university in South Korea and in an English-medium program at a Norwegian university by means of an online op...
This Special Issue aims to compile papers that examine English teachers' perspectives, practices, and purposes on the current challenges in linguistically diverse classrooms. Topics of interest include, but are not limited to, the following: early language learning, adult language learning, multilingual competence with English as an additional lang...
Keywords: English as an Additional Language (EAL), Linguistically Diverse Classrooms, Multilingual Education, Multicultural Classrooms in Norway, Teacher Beliefs, Teacher Practices, Teacher Goals and Needs
With English as an Additional Language (EAL) classrooms increasingly becoming culturally and linguistically diverse, the use of the students’ home language(s) (HLs) can equip emergent bilinguals/multilinguals with the essential accoutrements that optimize their learning experience. To meet the realities and demands of contemporary classrooms, curre...
Literacy has traditionally been associated with the linguistic and functional ability to read and write. Although literacy, as a fundamental issue in education, has received abundant attention in the last few decades, most publications to date have focused on monolingual classrooms. Language teacher educators have a responsibility to prepare teache...
This paper describes a case study that examined an implementation of dynamic assessment (DA) of L2 academic writing in a college-level CLIL class taught in English. One teacher provided students with indirect feedback on both content and language and required the students to engage in written dialogic exchanges to prompt a deeper level of reflectio...
With growing international mobility, Scandinavian classrooms are becoming increasingly diverse and multilingual. Because of the important role of English in Scandinavian countries, the children who enter Norwegian, Danish and Swedish classrooms, and who speak one (or more) languages at home, are expected to develop proficiency in English as well as...
This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English,...
This chapter focuses on the key concepts in the study of pragmatics, including pragmatic competence, different types of meaning (abstract meaning, contextual meaning, and force of an utterance), the cooperative principle and four conversational maxims, as well as politeness and the concept of face (positive and negative). The chapter gives some exa...
This article reports the results of a school-based curriculum development project that aimed to support language teachers working with culturally and linguistically diverse student populations in Norway to develop teaching strategies that foster intercultural citizenship and multilingual competence. Three university researchers collaborated with tw...
Previous research on interlanguage pragmatics suggests that performance of apologies in a second language can pose challenges for adult language learners. The goal of this paper is to contribute to the growing body of research on L2 pragmatic development. The cross-sectional study presented here focuses on the variation in the use of apology strate...
Service-learning (SL) constitutes a particularly effective vehicle for engaging pre-service teachers with ELs during their university-level coursework, mostly due to the nature of SL that addresses the potential cultural and linguistic mismatch between teachers and learners in today's school systems by encouraging future educators to engage with th...
As a way to amend the field of FL teaching, in particular the teaching of EFL to and
learning of EFL by adolescents, this article aims to underscore the importance of literacy focused instruction specific to FL learning and teaching. In what follows, we discuss literacy teaching practices that exist in ESL contexts and the pressing need to integrat...
The terms pragmatic skills and pragmalinguistic skills are both used in the literature to refer to those linguistic skills that allow language users to select contextually appropriate means of participating in linguistic interactions. More specifically, these skills are responsible for the ability to correctly interpret, select, and utilize speech...
The article presents examples of warm-up activities that can be easily adapted to a range of levels, topics, and purposes in EFL/ESL classrooms.
http://newsmanager.commpartners.com/tesolteis/issues/2017-03-15/2.html
Research has demonstrated the value of extensive reading to second language acquisition. However, reading in a second language classroom, in particular when access to reading materials is limited, is often restricted to passages available in the textbook. Therefore, teachers play an important role in promoting reading through creating classroom lib...
The special issue dealt with issues that were primarily having a global perspective reflecting the
status of language teaching in different contexts such as integrating technology, discourse analysis
of e-politeness, teacher education, the effect of teaching techniques on learners’ autonomy, English
for academic purposes, multimodal teaching, th...
This paper reports the results of a study of English requests produced by Norwegian EFL teachers. The data were collected using a discourse completion task consisting of four scenarios eliciting high and low imposition requests. Head acts of requests and internal and external modifications were analyzed. The findings reveal a complex requestive beh...
This paper presents the process and the outcomes of an action research project that aimed at examining and improving pedagogical practices in an in-service English teacher course in Norway through the Reflective Teaching Model (Hart, Najee-ullah, & Schultz, 2004). The project was conducted in a constructivist-approach classroom and consisted of the...
The present paper describes a study of Norwegian EFL teachers’ self-perceived preparedness to work with multilingual students. The study employed an online survey to examine teachers’ self-perceived preparedness to work with multilingual students, the training they had received in the area of multilingualism, their beliefs about knowledge, skills a...
Paper is available at the following weblink:
http://www.tandfonline.com/eprint/y9edVXZByWNd4CdvFZGU/full
This paper examines the extent to which English teachers in Norway are prepared to work with children whose mother tongue is not Norwegian, and who are acquiring English as a foreign language. The research questions are " What type of education and knowledge in the area of multilingualism do English teachers in Norway have?, " To what extent do Eng...
Whereas graduate English as a second language (ESL) students have been found to use a wide range of appropriate politeness strategies in email, studies have found that emails sent by undergraduate ESL students can be perceived as impolite (Biesenbach-Lucas, 2007). On the contrary, effective use of politeness strategies leads to positive perceptions...
Being able to communicate successfully in a second language (L2) depends on not only having the knowledge of grammar but also on the ability to select context-appropriate language. Thus, pragmatics can prove to be one of the most difficult aspects of language to acquire, even for advanced L2 speakers, and it plays a crucial role in L2 teaching. Con...
For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan & Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive,...
As classrooms around Europe are becoming increasingly more linguistically and culturally diverse, teachers need to adapt their teaching to accommodate minority languages students. While developing their proficiency in the language of the target community, these students almost invariably receive instruction in English as a foreign language (EFL). R...
This study compares electronic requests written by native and non-native speakers of Russian. 184 responses were elicited via a discourse completion task with four scenarios. Using a framework adapted from the cross-cultural speech acts realization project (CCSRAP) (Blum-Kulka et al. 1989), the analysis focused on the strategies used to construct t...