UV9919V1 – Researching Multilingualism in Education: Methods, Analysis & Dissemination

Course content

Research on multilingualism in education is in an era of expansion and 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, while in marginalised language communities there are long-standing concerns for equitable representation and participation in educational provision. Researchers working in this area draw on a range of methodological approaches and analytical techniques in order to answer the various questions that arise related to the provision of quality education in diverse settings. No single methodological approach can answer all of the questions in this domain, and it is valuable for young researchers to gain familiarity with a variety of methodologies and related data analysis techniques.

This course will examine several methodological approaches and data analysis techniques commonly employed in this domain, and guide participants in collaborative data analysis. The course will consist of lectures and collaborative data analysis sessions, drawing on data provided by the facilitators and participating PhD candidates. The process of writing and disseminating results will also be discussed, with the aim of preparing participants to produce research which reaches wider audiences and may inform education policy and practice.

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

The international expert is Angela Creese, who is Professor of Linguistic Ethnography in the Faculty of Social Sciences at the University of Stirling. Her disciplinary home is interpretive sociolinguistics and she draws on theories and methodologies from linguistic anthropology to investigate language in social life.  Angela has led several large Research Council Grants (AHRC and ESRC) on multilingualism in city and school contexts and has been advancing ideas on heteroglossia, translanguaging and superdiversity as ideological orientations to social and linguistic diversity. Her research draws on empirical data gained through ethnographic observations, audio and video recordings of interviews and everyday interactions to which she brings an ethnographically informed discourse analytic approach. 

She has published extensively. Her publications include The Routledge Handbook of Language and Superdiversity (with Adrian Blackledge), Linguistic Ethnography (with Fiona Copland), Heteroglossia as Practice and Pedagogy (with Adrian Blackledge, 2014, Springer); The Routledge Handbook of Multilingualism (2012, with Marilyn Martin-Jones and Adrian Blackledge); Multilingualism: A Critical Perspective (with Adrian Blackledge, 2010, Continuum); Volume 9: Ecology of Language, Encyclopedia of Language and Education (2009); Teacher Collaboration and Talk in Multilingual Classrooms (2005) and Multilingual Classroom Ecologies (2003). Her 2010 article ‘Translanguaging in the Bilingual Classrooms’ with Adrian Blackledge (Modern Language Journal) has appeared on the journal’s most cited list over the last 6 years.

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 methodologies for researching multilingualism in education
  • Be able to evaluate and critically analyze methodologies employed in research on multilingualism in education 
  • Be able to engage in a variety of data analysis techniques 
  • Demonstrate mastery of data analysis techniques in relation to a sample of original data
  • Have knowledge about strategies for communicating research through various dissemination genres

Admission

All applicants must hold at least a Master’s degree, and ideally have begun collecting data for their PhD project. PhD candidates at The Faculty of Educational Sciences will be given priority

The registration is now closed. You can be put on the waiting list for the course by sending an e-mail ​​​​​​to magnus.heie@ils.uio.no

Maximum participants: 30

Teaching

Programme

Day 1: 07.05.2019

Place: Room 231 Helga Engs Hus at Blindern, University of Oslo

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

08.30 – 09.15    Coffee

09.15 – 09.25     Welcome by Haley De Korne and Joke Dewilde, quick round of introductions

09.25 – 10.00     Introductory overview of methods for researching multilingualism in education (Haley De Korne)  

10.15 – 12.00     Multimodal, visual and interactive methods (Judith Purkarthofer)

12.00 – 13.00     Lunch

13.15 – 15.00     Designing, validating, and administering a web-based survey on teacher beliefs about multilingualism: Lessons from the MultiLingual Spaces project (Pia Sundqvist)

15.15 – 16.00     Linking declared, perceived and practiced language policy in linguistic-ethnographic research (Kirsten Rosiers)

Day 2: 08.05.2019

Place: Room 231 Helga Engs Hus at Blindern, University of Oslo

08.30 – 09.15     Coffee

09.15 – 10.00     Setting the scene: studying multilingualism through linguistic ethnography (Angela Creese)

10.15 – 11.00     Linguistic ethnography and linguistic anthropology (Angela Creese)

11.15 – 12.00     Interpretivism (Angela Creese)

12.00 – 13.00     Lunch

13.00 – 14.00     Observations and analysis of field notes (Angela Creese)

14.15 – 15.00     Interviews, audio, and video recordings and their analysis (Angela Creese)

15.15 – 16.00     Researcher voice in analysis (Angela Creese)

Day 3: 09.05.2019

Place: Room 231 Helga Engs Hus at Blindern, University of Oslo

08.30 – 09.15     Coffee

09.15 – 10.00     Logistics of working with multilingual data (Joke Dewilde)

10.15 – 12.30     Data workshops in small groups

12.30 – 13.30     Lunch

13.30 – 15.00     Writing and dissemination for different audiences (panel with all instructors)

15.15 – 16.00     Concluding discussion

Literature

If you are experiencing difficulties getting hold of the course literature, please contact Joke Dewilde.

 

Examination

4 credit points on the basis of participation in lectures, group analysis sessions, and individual data presentations.

Grading scale

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

Facts about this course

Credits

4

Teaching

Spring 2019

Examination

Spring 2019

Teaching language

English