Multicultural classrooms and varieties of English

by Eirin Jensen

In this blog entry I will first present and discuss multicultural/multilingual classrooms and how positive attitudes toward different cultures and languages can be created. In the second part, I will argue for how Norwegian learners can be defined, and discuss the status of English in Norway.

Multicultural/multilingual classroom

A multicultural society is a society that consists of two or more cultures (Mustad, Rahbek, Sevaldsen & Vadmand, 2012:131). In this globalized and modern world, a multicultural society is inevitable. Therefore, it is important to have a strategy for how the diversity of cultures can be dealt in a positive way (Mustad et al., 2012:131). This strategy or policy for how to response to the diversity in a multicultural society, is also describes by Rattansi (2011) as “…the creation of structures in which the incorporation of immigrants and ethnic minorities occurs fairly and with respect for those minorities wishing to retain elements of their cultural diversity”. The goal is to incorporate other cultures into an existing one, while avoiding assimilation and value cultural backgrounds.

It is not necessarily different cultural backgrounds that makes a classroom multicultural. A multicultural classroom can be a classroom consisting of pupils with different cultural origin and language, and/or a classroom where the goal is awareness, respect and knowledge of other cultures and languages. A multilingual classroom can refer to a classroom where there is no common first language, and/or a classroom consisting of pupils who use more than one language (Oxfordindex, n.d.). It goes without saying that language and culture are inseparable, especially as language express culture (Munden, 2014:309).

According to the “læringsplakaten” in the Knowledge Promotion, the school is responsible for stimulating the pupils and helping them develop cultural competence (Utdanningsdirektoratet, 2012:3). The school is also statutory for adapting the education, which means that teachers need to acknowledge all cultures and backgrounds in a classroom and include it in their teaching. The pupil’s different cultures are a major part of their identity, and therefore cultures play an important role in their education and thus can be seen as a resource. To avoid regarding culture as neutral, it is important to promote, highlight and preserve the diversity in a classroom (Andersen & Ottesen, 2011:251).

In a multicultural classroom it is important to create positive attitudes toward different cultures and languages. The reason for this is to create respect, open-mindedness and inclusion. Pupils need to feel included in a class community, where they have learning in common. Every pupil comes to class with different baggage, and this affects their learning and interaction with other pupils. The competence aims in the Knowledge Promotion mainly focuses on skills, and gives room for variation in content. Therefore, one can include different perspectives when practicing a skill, so that culture is a competence that is continuously trained through different ways.

Some ways to help pupils creating a positive attitude towards different cultures and languages in a multicultural classroom is discussing stereotypes, because one should avoid overgeneralizing a culture since these stereotypes may become prejudice (Munden, 2014:310-312). As I see it, real knowledge about a culture, can aid to reduce prejudice. The school is therefore an excellent arena for doing exactly that. One can for instance arrange a culture day, where culture diversity is shared. The class can be separated into groups that will represent different countries, and they can prepare for a presentation or a stand. This can be an interdisciplinary project, so that the groups can prepare (national) dishes from the countries, present different currency, write some short phrases in a foreign language, and mainly focus on introducing realistic information. If there are pupils from other countries, he/she can function as a source. In such a project it is important to focus on identity, understanding, acceptance and appreciation of culture.

It is also important to remember that it is us adults that are the role models, and if we work on our own prejudices and cultural competence, I believe we can become better teachers.

Varieties of English

English users can be categorized in four ways: English native language (ENS), English Second Language (ESL), English Foreign language (EFL), and English Lingua Franca (ELF). English as a native language is when English is the first language, the mother tongue with different varieties, for example countries like the USA, UK and Australia. When English is defined as a second language, it means that it is spoken in previous colonies of the British Empire, for example India, Singapore and Pakistan. English is categorized as foreign when the language serves no purpose within their own countries, for example China, Indonesia and Norway. The last category of English users is Lingua Franca, also called intranational, and is used by countries where English also has an EFL status. Lingua Franca function as a bridge language in communication, for example between non-native speakers of English. English is increasingly being used within countries, for example in the Universities (Jenkins, 2009:15-17). When I studied Geology, all subjects were taught in English as the Norwegian Science terms is severely limited after upper secondary educational level.

In my opinion, Norwegian learners do not belong to one single category as we have a variety of learners. I think that Norwegian learners mainly belong to the EFL category, as it is not a necessity to know how to speak English in Norway. English is taught all throughout primary and secondary education in Norway, which explains the high status it has in Norway. Norwegian learners can also belong to the ELF category because of the importance of knowing English today. English is not only used as a tool for communication, it is a language that we are exposed to on a daily basis and it dominates the internet. I also think that English can have a ESL status in Norway, since English function as a second language for the majority of Norwegian learners. Regardless the category Norwegian learners belong to, English has a high status and is widespread in Norway and is regarded as an important language to know. Munden (2014:59) argues that the reason for this is not only political, but more individual, since having a common language gives more opportunities and experiences.

Norway is one of twenty countries that are in transition from EFL to ESL according to Graddol (1997:11). This means that English is increasingly treated as a second language more than a foreign language in Norway, which shows us that English has an increased emphasis here. The fact that Norway is in a transition from EFL to ESL is something we should take into consideration in the way English is taught. The school is preparing the pupils for the future, where English probably is even more important than today. Globalization enhance the need of knowing a common language, a “world language” to ease communication and interaction. Therefore, it is important that English is taught with that in mind, so that the pupils know the importance of learning English and to prepare them for future occupations and cultural interaction. When that is said, I do believe that the current state of affairs should affect the way English is taught in Norway, but that is just because I believe one should always evaluate subjects and their relevance of today and in the future. If English is in the transition of getting a ESL status in Norway, we should prepare for that and be a part of that change.

Sources:

Andersen, F. C. and Ottesen, E. (2011). In Møller, J. & Ottesen, E. (red.) Rektor som leder og sjef. Om styring, ledelse og kunnskapsutvikling i skolen, (p. 250-263). Universitetsforlaget.

Graddol, D. (1997). The Future of English?: A guide to forecasting the popularity of the English language in the 21st century. London: The British Council.

Jenkins, J. (2009) World Englishes: A resource book for students. 2nd edition. London: Routledge.

 Munden, J. (2014). Engelsk på mellomtrinnet. Oslo: Gyldendal Akademisk.

 Mustad, J. E., Rahbek, U., Sevaldsen, J. & Vadmand, O. (2012). Modern Britain: Developments in Contemporary British Society. Latvia: Cappelen Damm Akademisk.

 Oxfordindex (n.d.). Multilingual. Sourced 18.03.16 from http://oxfordindex.oup.com/view/10.1093/oi/authority.20110803100215752?rskey=XuDsC4&result=0&q=multilingual

 Rattansi, A. (2011). Multiculuralism: A Very Short Introduction. Oxford University Press. Sourced 07.03.16 from http://www.veryshortintroductions.com/view/10.1093/actrade/9780199546039.001.0001/actrade-9780199546039-chapter-2

Utdanningsdirektoratet (2012). Prinsipp for opplæringa, læringsplakaten. Sourced 16.03.16 from http://www.udir.no/Lareplaner/Kunnskapsloftet/Prinsipp-for-opplaringa/Laringsplakaten/