Addressing Linguistic Diversity in Tøyen School: a Case Study
OSLO AND AKERSHUS UNIVERSITY COLLEGE OF APPLIED SCIENCES FACULTY OF EDUCATION AND INTERNATIONAL STUDIES
JUSTINA URBIETYTE
1st year student of Our Shared European Cultures
ADDRESSING LINGUISTIC DIVERSITY IN TØYEN SCHOOL: A CASE STUDY
THE FIELDWORK
Research adviser Hilde Tørnby
Oslo 2012
TABLE OF CONTENTS INTRODUCTION ......................................................................................................................3 GLOSSARY OF TERMS............................................................................................................5 I. LANGUAGE AND LANGUAGE DIVERSITY IN SCHOOLS ...........................................6 1.1. 1.2. 1.3. Language and Language Diversity ................................................................................6 Diversity in Schools Today ...........................................................................................7 Theoretical Issues Regarding Provision of Teacher and Head-Teacher Training
regarding Inclusion and Diversity at Schools ...........................................................................9 1.4. 1.5. II. 2.1. 2.2. Factors Influencing the Achievement Linguistically Diverse Students at School ......... 10 An Overview of Primary and Lower Secondary Education in Norway ........................ 11 CASE ANALYSIS OF TØYEN SCHOOL IN OSLO ..................................................... 13 Learning a Language, a Pride for the Origin and Respect for the Peers ........................ 13 Methods applied and Teacher Selection....................................................................... 15
CONCLUSIONS....................................................................................................................... 17 REFERENCES ......................................................................................................................... 19 APPENDIX
JUSTINA URBIETYTE
1st year student of Our Shared European Cultures
ADDRESSING LINGUISTIC DIVERSITY IN TØYEN SCHOOL: A CASE STUDY
THE FIELDWORK
Research adviser Hilde Tørnby
Oslo 2012
TABLE OF CONTENTS INTRODUCTION ......................................................................................................................3 GLOSSARY OF TERMS............................................................................................................5 I. LANGUAGE AND LANGUAGE DIVERSITY IN SCHOOLS ...........................................6 1.1. 1.2. 1.3. Language and Language Diversity ................................................................................6 Diversity in Schools Today ...........................................................................................7 Theoretical Issues Regarding Provision of Teacher and Head-Teacher Training
regarding Inclusion and Diversity at Schools ...........................................................................9 1.4. 1.5. II. 2.1. 2.2. Factors Influencing the Achievement Linguistically Diverse Students at School ......... 10 An Overview of Primary and Lower Secondary Education in Norway ........................ 11 CASE ANALYSIS OF TØYEN SCHOOL IN OSLO ..................................................... 13 Learning a Language, a Pride for the Origin and Respect for the Peers ........................ 13 Methods applied and Teacher Selection....................................................................... 15
CONCLUSIONS....................................................................................................................... 17 REFERENCES ......................................................................................................................... 19 APPENDIX
References: 3. Gandhi, J., Education for Protection and Security, Lucknow: The Global Classroom, 2010; 4. Goldberg, D. T., Multiculturalism. A Critical Reader, Massachusetts: Blackwell, Oxford UK & Cambridge USA, 1996; 5. Gollnick, D. M. & Chinn, P. C., Multicultural Education in a Pluralistic Society, 6. Grenfell, M., Bourdieu, Language and Linguistics, London: Continuum, 2011; 7. Hays, D. G & Singh, A. A., Qualitative Inquiry in Clinical and Educational Settings. New York: The Guilford Press, 2012; 8 Lightning Source UK Ltd., 2007; 9 Oxford Uniersity Press, 2006; 10 Education of Poor and Minority Adolescents. Mahwah, NJ: Erlbaum, 2000; 11 and Education. The Education of Immigrant Students in a Globalized World. London: University Press of California, 2007; 12 Policy Evidence. Education Policy Analysis Archives, 8(1), 2000, retrieved from: http://epaa.asu.edu/epaa/v8n1/ [2012.11.10]; 15 the Office of the Minister for Integration, 2012, retrieved from: http://www.into.ie/ROI/Publications/OtherPublications/OtherPublicationsDownloads/Inte rcultural_education_strategy.pdf [2012.11.11]; 18