Anna Krulatz

Anna Krulatz är professor i engelska vid Institutt for lærerutdanning, Teknisk-naturvitenskapelige Universitet i Trondheim. Hon disputerade i lingvistik vid University of Utah. Hennes forskning fokuserar på flerspråkighet som omfattar engelska, pragmatisk utveckling för vuxna språkinlärare, CLIL (Content and Language Integrated Learning) och språklärarutbildning.

Anna Krulatz har publicerat sig såväl i vetenskapliga artiklar och bokkapitel som populärvetenskapligt omfattande Enacting Multilingualism. From Research to Teaching Practice in the English Classroom (2018; med Anne Dahl och Mona Flognfeldt) och Handbook of Research on Cultivating Literacy in Diverse and Multilingual Classrooms (2020; med Georgios Neokleous och Raichle Farrelly). Hon är aktiv inom det internationella TESOL-sällskapet och i professionsutvecklingen för EFL-lärare i Norge.

Teaching English in multilingual settings:
Are we enacting the turn?

Högre seminarium med Anna Krulatz.



With an increasing linguistic diversity and multilingualism in contemporary language classrooms, there have been calls for a multilingual turn in educational practices (May 2014, 2019). New approaches to language teaching must address and challenge the monolingual bias that continues to dominate many language classrooms (Hall & Cook, 2012), engage learners' whole linguistic repertories (Cenoz & Gorter, 2014), and promote multilingualism as a core resource (May, 2014).

However, implementing multilingually-oriented pedagogies can pose a challenge for teachers who have themselves experienced and been trained in monolingual approaches (Kramsch & Huffmaster, 2015). Research has repeatedly found that teachers working in multilingual settings continue to perpetuate monolingual ideologies and do not feel sufficiently prepared to implement pedagogies that are appropriate for linguistically and culturally diverse learners (e.g., Alisaari, Heikkola, Commins, & Acquah, 2019; de Angelis, 2011; Rodríguez-Izquierdo, Gonzàlez Falcón, & Goenechea Permisán, 2020), and there have been numerous calls for changes in teacher education programs and professional development.

In this presentation, I discuss a qualitative school-based study that examines the impact of professional development workshops on teacher beliefs and practices in linguistically heterogeneous English classrooms in Norway. The findings suggest that while there has been a positive shift in the participating teachers' beliefs about multilingualism and multilingual pedagogies, they tended to persist in monolingual classroom practices and homogenous views of diverse classroom contexts. Implications for teacher education programs and a proposal for a holistic instrument for planning teaching in multilingual settings are discussed.

Alisaari, J., Heikkola, L. M., Commins, N., & Acquah, E. O. (2019). Monolingual ideologies confronting multilingual realities. Finnish teachers' beliefs about linguistic diversity. Teaching and Teacher Education, 80(1), 48–58.

Cenoz, J., & Gorter, D. (2014). Focus on multilingualism as an approach in educational contexts. In A. Creese & A. Blackledge (Eds.), Heteroglossia as practice and pedagogy (pp. 239-254). Berlin: Springer.

De Angelis, G. (2011). Teachers' beliefs about the role of prior language knowledge in learning and how these influence teaching practices. International Journal of Multilingualism, 8(3), 216-234.

Hall, G., & Cook, G. (2012). Own-language use in language teaching and learning. Language Teaching, 45(3), 271-308.

Kramsch, C., & Huffmaster, M. (2015). Multilingual practices in foreign language study. In Cenoz, J., & Gorter, D. (Eds.), Multilingual education: Between language learning and translanguaging (pp. 114–136). Cambridge, England: Cambridge University Press.

May, S. (Ed.) (2014). The multilingual turn. Implications for SLA, TESOL, and Bilingual Education. New York: Routledge.

May, S. (2019). Negotiating the multilingual turn in SLA. The Modern Language Journal, (Supplement 2019), 122-129.

Rodríguez-Izquierdo, R. M., Gonzàlez Falcón, I., & Goenechea Permisán, C. (2020). Teacher beliefs and approaches to linguistic diversity. Spanish as a second language in the inclusion of immigrant students. Teaching and Teacher Education, 90, 103035.