UV9918V4 – Researching Multilingualism in Education

Course content

During the past decades, research on multilingualism in education has undergone transformation; developments in society caused by globalisation have created new concerns in schools and communities, to which educational researchers must respond. In mainstream educational provision, there are growing tensions between diversity and inclusion in relation to language. This course will provide an introduction to multiple theoretical and methodological perspectives from different national and educational contexts through which researchers are addressing these new developments. 

The topics covered are:

  • Core theoretical concepts regarding the study of multilingualism in education, including:
    • The metaphor of language ecology to consider language practices, ideologies and policies
    • Literacy as a translingual and transnational practice
    • The multilingual turn and communicative repertoires in languages education
  • Methodological approaches and considerations for the study of multilingualism in education, including:
    • Critical, ethnographic and participatory perspectives to researching multilingualism
    • Ethical considerations in respect to the study of multilingualism in education

The course is organised by the research group Studies of Instruction across Subjects and Competences (SISCO) at the Faculty of Educational Sciences, the Department of Teacher Education and School Research and the Centre for Multilingualism in Society across the Lifespan (MultiLing) at the Faculty of Humanities.

Learning outcome

On completion of the course, the PhD candidate shall have achieved the following learning outcomes (knowledge, skills and general competence):

  • Have knowledge on current trends in theories and methodologies for researching multilingualism in education
  • Can evaluate and critically analyze theories and methodologies employed in research on multilingualism in education 
  • Can discuss theoretical and methodological problems in their own thesis work in light of the course content 


All applicants must hold at least a Master’s degree. PhD candidates at the Faculty of Educational Sciences and the Faculty of Humanities, and participants at Multilingualism and Education: Interdisciplinary and International Perspectives will be given priority.

Candidates admitted to a PhD programme at the Faculty of Educational Sciences (UV): Apply by using Studentweb .

Other applicants: apply through registration form.

Registration deadline: March 31st 2018.

Number of participants: 25.



Date: May 9, 2018

Place: Helga Engs, room 231, University of Oslo

Moderators: Associate professor Joke Dewilde (SISCO) and postdoctoral fellow Haley De Korne (MultiLing)

08.30 Coffee

09.00 – 09.10 (10’)

Welcome by Postdoctoral fellow Haley De Korne and Associate professor Joke Dewilde

09.10 – 9.45 (35’)

Lecture by Senior associate professor Line Møller Daugaard (VIA University College, Denmark) on linguistic ethnography in multilingual classrooms

9.45 – 10.20 (35’)

Lecture by Professor Åsta Haukås (University of Bergen, Norway) on qualitative differences between L2 and L3 learning and teachers’ attitudes and reported practices towards multilingualism

10.30 – 11.05 (35’)

Lecture by Associate Professor Joke Dewilde (University of Oslo, Norway) on translingual understandings of literacy and methodological considerations

11.05 – 12.40 (35’)

Lecture by PhD candidate Ingrid Rodrick Beiler (University of Oslo, Norway) on ethical considerations about researching multilingualism in schools

12.40– 13.20 (40’)


13.20 – 13.55 (35’)

Lecture by postdoctoral fellow Haley De Korne (University of Oslo, Norway) on ethnographic and participatory methodologies, and pros and cons of comparative versus single-sited studies

13.55 – 14.30 (35’)

Lecture by Professor Andrea Young (University of Strasbourg) on analyzing multimodal data and subsequent usage in teacher education training

14.40 – 15.50 (1h10’)

Workshop by Line Møller Daugaard, Haley De Korne, Joke Dewilde, Åsta Haukås and Andrea Young where PhD candidates are given the opportunity to discuss their projects and some of their data in small groups

15.50 – 16.00 (10’)         

Summing up and good bye

Literature (approx. 200 p.)

Blackledge, A., & Creese, A. (2010). Separate and flexible bilingualism in complementary schools. In A. Blackledge & A. Creese (Eds.), Multilingualism: A critical perspective (pp. 108–123). London: Continuum. (15 p.)

Busch, B. (2012). The Linguistic Repertoire Revisited. Applied Linguistics, 335, 503–523. (20 p.)

Canagarajah, S. (2013). Introduction. In A. S. Canagarajah (Ed.), Literacy as translingual practice: Between communities and classrooms (pp. 1–10). New York, NY: Routledge. (10 p.)

De Korne, H. (2012). Towards new ideologies and pedagogies of multilingualism: innovations in interdisciplinary language education in Luxembourg. Language and Education, 26(6), 479–500. (21 p.)

Dewilde, J. (in press). “It’s just in my heart”: A portrait of a translingual young person as a writer of poetry. In T. O. Engen, L. A. Kulbrandstad, & S. Lied (Eds.), Education and diversity: Norwegian perspectives. Newcastle upon Tyne, UK: Cambridge Scholars. (16 p.)

May, S. (2013). Disciplinary divides, knowledge construction, and the multilingual turn. In S. May (Ed.), The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education (pp. 7–31). Florence: Taylor and Francis. (24 p.)

Martin-Jones, M., & Martin, D. (2017). Introduction. In M. Martin-Jones & D. Martin (Eds.), Researching multilingualism: Critical and ethnographic perspectives (pp. 1–27). Oxon: Routledge. (27 p.)

Select one:

Boddy, J. (2012). Ethics tensions in research with children across cultures, within countries: A UK perspective. In H. Fossheim (Ed.), Cross-cultural child research: Ethical issues (pp. 71-93). Oslo: The Norwegian National Research Ethics Committees. Retrieved from https://www.etikkom.no/globalassets/documents/publikasjoner-som-pdf/cross-cultural-child-research-webutgave.pdf. (22 p.)

Duff, P. A., & Abdi, K. (2016). Negotiating ethical research engagements in multilingual ethnographic studies in education: Narratives from the field. In P. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives. New York, NY: Routledge (pp. 121-141). New York: Routledge. (20 p.)

Extra readings/readings in other languages than English

Daugaard, L. M. (2016). Havregrød, boorash, wannabe me: Om strittende sproglig praksis i et velfriseret sprogcurriculum [Havregrød, boorash, wannabe me: Unbounded linguistic practices in a compartmentalized language curriculum]. Skandinaviske Sprogstudier, 7(2), 1–26. (in Danish, 26 p.)

Cazden, C., Cope, B., Fairclough, N., Gee, J., Kalantzis, M., Kress, G., … Nakata, M. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–92. (32 p.)


Examination support material


Participation one day and submitted paper: 2 study points. Participation one day without submitted paper: 0 study points.

80% attendance is required.


To obtain 2 study points, the participants need to submit a paper after the course (2500–3500 words, 1.5 spacing) by June 11th. The paper should demonstrate their comprehension of the themes of the workshop in relation to the research they are undertaking for their thesis/ dissertation. The paper might be intended as the theoretical and methods section in an empirical article or in the extended abstract of an article-based dissertation.

The paper should be submitted to the course organizers.

Grading scale

Grades are awarded on a pass/fail scale. Read more about the grading system.


Evaluation form.

Facts about this course






Spring 2018

Teaching language


No course fee