| dc.description.abstract | The purpose of this research was to gain an understanding of the study teachers’ experience and knowledge of teaching health and life skills in a plurilingual classroom. I especially wanted to find out how they work with identity development and utilise pupils’ language backgrounds in the English language classroom. Hence, the study explores the new and relevant topic in the 2020 curricula, health and life skills. Health and life skills is a cross-curricular topic that is relevant to help pupils develop a positive self-image and identity.
In this thesis, I will conduct semi-structured interviews with five lower secondary teachers in order to find answers to the following research question: What are their experience and knowledge of the cross-curricular topic “health and life skills”, and how do they integrate pupils’ diverse language backgrounds and identity formations in the context of a plurilingual classroom?
This research is a qualitative study. Interviews were conducted with teachers from three different schools. To discuss and analyse the main findings of the study I use a hermeneutic and phenomenological approach. The theory in chapter 2 provides the background to my analysis. The most vital theoretical framework is about language and identity, plurilingualism, health and life skills, relational competency, Vygotsky’s sociocultural perspective and the self-efficacy theory by Bandura.
The findings show that the participant’s understanding of health and life skills is somewhat similar to how it is described by the Norwegian Ministry of Education. The teachers agreed that the topic concerned giving pupils the knowledge and tools to face reality and their future. Although the participants did acknowledge the significant relationship between language and identity, they rarely used other languages than English or Norwegian in the English language classroom. Occasionally pupils’ mother tongue was acknowledged, but mostly for translation purposes. The participants admitted having never worked with additional language classes such as Spanish, German or French. I would argue that teachers should work more strategically to remove the boundaries between languages. Language skills and knowledge is intertwined and can be utilised regardless of proficiency level. Furthermore, the participants realised that creating a positive relationship with their students was vital to accept any type of academic identity development. The teachers emphasised the importance of acknowledging and recognising their students. | |