Multilingual young people as writers in and outside of school
The project is a linguistic ethnography of a reception class for newly arrived pupils in upper secondary school, with an emphasis on translingual young people as writers in and outside of school.
The overarching aim is to produce new knowledge on newly arrived pupils as writers in and outside of school.
Writing is understood as translingual literacy practices (Canagarajah, 2013) where the prefix trans- moves us away from an understanding of language as a bounded and stable system, where ‘practices’ stresses the individual’s usage of language situated in a social, political and historical context (Barton, 2007). In other words, this understanding of literacy puts emphasis on the translingual young person’s agency in relation to contemporary discourses in different writing spaces.
The project is designed as a linguistic ethnography in the course of a school year (September until June), with an intensive period (September until December) and a more focused period (January until June). Linguistic ethnographic methods are used for data collection, such as participant observation, interviews, audio-recordings and the collection of written texts by the pupils in and outside of school. The analyses search for sedimented patterns, and combines linguistic ethnography with critical discourse analysis.
The project is a three-year postdoctoral study (2015–2018), financed by the Department of Teacher Education and School Research at the University of Oslo.