| dc.description.abstract | Recent studies show that language teachers lack knowledge of and do not include other languages besides English and Norwegian in Norwegian classrooms and that there still seems to be a monolingual idea that dominates in language learning (Iversen, 2017; Iversen, 2021; Neokleous and Krulatz, 2018; Lorenz, Krulatz, and Torgersen, 2021; Haukås, 2016). This goes against the curriculum, which is concerned with linguistic diversity. As a result, speakers of minority languages might feel neglected at school but also in society at large (Cho, 2017; Lo Bianco and Aronin, 2020; Krulatz, Dahl, and Flognfeldt, 2018; Long and Doughty, 2009). This can cause them to perceive their language(s) with rather negative attitudes, and since language and identity are linked, this can influence their self-image as well (Norton, 2010; Edwards, 2009; Krulatz, Dahl, and Flognfeldt, 2018).
The purpose of the present study was to investigate and achieve knowledge of how multilingual middle school students perceived their language use in contexts outside the classroom since relatively little research has been done regarding this aside from in educational settings. This study focused language use in connection to gaming because video games are a platform on which multilingual students might use several components of their language(s). While this study was a small-scale case study, the results could be used for further research on the subject, as the results might provide valuable knowledge and insight by suggesting possible focus areas for future studies.
The research question the study aimed to answer was: “What perceptions of their own language use while gaming do multilingual middle school students in Norway have?” As the research question suggests, the participants self-reported language use and language choices, alongside their experiences, attitudes, and opinions of them. Therefore, the methodological approach in the study was of a qualitative nature. A total of 17 multilingual middle school children participated and were interviewed in 3 semi-structured focus group interviews. The data was coded and analyzed using themes derived from already existing theories, primarily Dominant Language Constellations (DLC) and notions of multilinguality (Ó Laoire and Aronin, 2004).
The results indicate that the multilingual middle school students participating in my project held rather positive attitudes towards their self-perceived proficiency concerning languages they used and preferred. This implies that they also had a positive self-image as multilinguals in gaming contexts. However, the data also suggests that the social context and the languages the social context requires might have the biggest impact on which languages the participants choose to use when gaming. Conclusively, most of the participants seemed to need English and Norwegian the most while gaming. | |