ABSTRACT

Our interest in this study is to investigate how bilingual teachers are recognised in Norwegian schools. The working conditions of bilingual teachers differ between countries, and in the Norwegian context, a bilingual teacher assists minority language-speaking students during lessons, using the students mother tongue and Norwegian. We have observed eight BTs during their regular workdays, and then interviewed them. Although there are some exceptions, we find that most of the informants have few opportunities to collaborate with class teachers, they have challenging working conditions and unpredictable working days. Based on these findings we claim that the informants lack recognition in school. Nevertheless, we find that the bilingual teachers are recognised by their students and their parents. Our assumption is that the strong monolingual discourse in Norwegian educational policy challenges the school when it comes to offering minority language-speaking students an equal and adapted education.

摘要

我们对这项研究的兴趣是调查双语教师如何在挪威学校中得到认可。双语教师的工作条件因国家而异，在挪威语境中，双语教师在上课期间使用学生的母语和挪威语协助讲少数民族语言的学生。我们在他们的正常工作日观察了八位 BT，然后采访了他们。虽然也有一些例外，但我们发现，大多数受访者很少有机会与班主任合作，他们的工作条件充满挑战，工作日不可预测。基于这些发现，我们声称线人在学校缺乏认可。尽管如此，我们发现双语教师得到学生和家长的认可。