Negotiating Minority Language Resources, Practices and Experiences in Norwegian Writing Instruction for Migrant Students

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

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Guadalupe Valdés, Joshua A. Fishman, Rebecca Chávez, and William Pérez: Developing Minority Language Resources: The Case of Spanish in California

Language Policy ◽

10.1007/s10993-007-9074-3 ◽

2007 ◽

Vol 7 (3) ◽

pp. 289-292 ◽

Cited By ~ 1

Author(s):

Jeffrey Bale

Keyword(s):

Minority Language ◽

Language Resources

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10.1044/policy.ps1985-00219 ◽

1985 ◽

Keyword(s):

Clinical Management ◽

Minority Language

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Ethnolinguistic Identity and Television Use in a Minority Language Setting

Journal of Media Psychology Theories Methods and Applications ◽

10.1027/1864-1105/a000071 ◽

2012 ◽

Vol 24 (4) ◽

pp. 135-142 ◽

Cited By ~ 5

Author(s):

Jake Harwood ◽

Laszlo Vincze

Keyword(s):

Secondary School ◽

Coping Strategies ◽

Secondary School Students ◽

Minority Language ◽

German Language ◽

Tv Viewing ◽

School Students ◽

Ethnolinguistic Vitality ◽

Ethnolinguistic Identity ◽

Television Use

Based on the model of Reid, Giles and Abrams (2004 , Zeitschrift für Medienpsychologie, 16, 17–25), this paper describes and analyzes the relation between television use and ethnolinguistic-coping strategies among German speakers in South Tyrol, Italy. The data were collected among secondary school students (N = 415) in 2011. The results indicated that the television use of the students was dominated by the German language. A mediation analysis revealed that TV viewing contributed to the perception of ethnolinguistic vitality, the permeability of intergroup boundaries, and status stability, which in turn affected ethnolinguistic-coping strategies of mobility (moving toward the outgroup), creativity (maintaining identity without confrontation), and competition (fighting for ingroup rights and respect). Findings and theoretical implications are discussed.

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