Recent trends in language education have promoted the use of students’ linguistic repertoires in the classroom. However, research is lacking into how languages are actually used in target language instruction. This study contributes new knowledge from lower secondary classrooms in Norway, combining a large data set of video observed English lessons (N = 60) of naturally occurring instruction over time, with a survey of students’ (N = 179) experiences of their teachers’ language practices. The study reports how languages were used and perceived in seven classrooms across Grades 9–10. Findings indicate three main patterns. First, there was considerable variation in language use in these classrooms, which seemed dependent on the teacher rather than students and school. Second, there was hardly any use of languages other than the language of schooling (Norwegian) and the target language (English), but a few references to linguistic repertoires signalled a focus on multilingualism in some classrooms. Third, survey data indicate that students perceived teachers’ use of Norwegian, regardless of amount, helpful. The study demonstrates teachers’ and students’ balancing of target language exposure with the need for other languages, even with extensive variation in the use of English and Norwegian and infrequent references to students’ other linguistic repertoires in most classrooms.

中文翻译：

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课堂上的语言使用：平衡目标语言与其他语言的需求

语言教育的最新趋势促进了学生在课堂上使用语言库。但是，缺乏关于如何在目标语言教学中实际使用语言的研究。这项研究结合了挪威的初中课堂的大量新知识，结合了大量的视频观察到的英语课程（N = 60）随时间推移自然发生的教学内容，以及对学生的调查（N= 179）他们的老师的语言实践经验。该研究报告了在9-10年级的七个教室中如何使用和感知语言。调查结果表明了三种主要模式。首先，这些教室的语言使用差异很大，这似乎取决于老师而不是学生和学校。其次，除了学校语言（挪威语）和目标语言（英语）外，几乎没有其他语言的使用，但是对语言库的一些引用表明某些教室集中了多种语言。第三，调查数据表明，学生认为老师对挪威语的使用，无论其数量如何，都是有帮助的。该研究表明，教师和学生在目标语言暴露与其他语言需求之间取得了平衡，