Teaching and learning in multicultural contexts: a comparative analysis of language teaching and learning in a Norwegian and Dutch primary school classroom

In this paper, multicultural primary school classes in Norway and the Netherlands are compared in terms of language teaching and learning. Drawing on observations, interviews, and school and policy documents, four dimensions of comparison are discussed. First, we deal with the different ways in whic...

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Bibliographic Details
Published in:Intercultural education (London, England) England), 2005-12, Vol.16 (5), p.453-467
Main Authors: Bezemer, Jeff, Wold, Astri Heen, Wal Pastoor, Lutine de, Kroon, Sjaak, Ryen, Else
Format: Article
Language:English
Subjects:
Comparative Analysis
Educational Policy
Foreign Countries
Language Minorities
Language Teachers
Multicultural Education
Netherlands
Norway
Second Language Instruction
Second Language Learning
Teaching Methods
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Summary:In this paper, multicultural primary school classes in Norway and the Netherlands are compared in terms of language teaching and learning. Drawing on observations, interviews, and school and policy documents, four dimensions of comparison are discussed. First, we deal with the different ways in which separate language classes for language minority pupils were organized in the two cases. Secondly, the different ways of teaching and the underlying views on learning language are characterized. Thirdly, we analyse how these ways of teaching affect on language minority pupils. Fourthly, we address the question as to how these approaches relate to the educational policies, traditions and discourses of the respective countries.
ISSN:1467-5986
1469-8439
DOI:10.1080/14675980500378516