| dc.description.abstract | This master thesis addresses the increasingly relevant topic multilingualism in educational settings, a reflection of global trends in linguistic and cultural diversification. The research is significant as it explores the practical and emotional implications of multilingualism on students, particularly in the context of Norwegian schools. It aims to provide insights that can inform educational practices and policies to better support linguistic diversity and inclusion.
The study analyses the dynamic of multilingualism among 8th and 9th-grade students. The study investigates how variables interact and influence the academic and social experiences of the students. The research questions used are as follows: Do 8th and 9th graders cluster into distinct profiles based on their engagement in translanguaging practices and experiences with multilingualism? And How do multilingual 8th and 9th grade students’ beliefs about multilingualism and their engagement in translanguaging practices affect their social interactions, academic practices, and identity in Norwegian schools?
A mixed-methods approach was employed, combining quantitative data from an anonymous questionnaire with qualitative data from focus group interviews. The quantitative data were analyzed using exploratory factor analysis and two-step cluster analysis, while thematic analysis was used for the qualitative data.
The study found that students who speak more languages are generally more engaged with and supported in their multilingualism, compared to those who speak less languages. The results indicated that students generally acknowledge the benefits of and are positive towards multilingualism. Additionally, they utilize multilingual practices, such as translanguaging, in various contexts, such as academic and social settings and to express emotions. It was also found that students attribute different languages to their different identities.
The findings suggest that supportive school environments and positive teacher attitudes significantly enhance students’ multilingual experiences and their academic and social outcomes. | |
