Norwegian language teachers see potential in multilingualism but rarely use it for strategy transfer
In short: A qualitative study of 12 Norwegian language teachers found that while educators view multilingualism as a potential asset, they do not believe it automatically benefits students. The researchers observed that while teachers frequently use students' knowledge of Norwegian and English to teach third languages, they rarely focus on transferring specific learning strategies between languages.
The study used qualitative content analysis of focus group discussions with teachers of French, German, and Spanish. It highlights a gap between recognizing linguistic diversity and actively using it to facilitate learning strategies. However, the findings are limited to a small group of teachers in a specific regional context.
Why it matters: Recognizing a student's multilingualism is different from actively using those languages to teach learning strategies.
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