Norwegian version of this page

Language use and instruction across contexts (LANGUAGES)

Researchers in Norway, France and England aims to advance our understanding of what characterises good language teaching - from the perspectives of researchers, teachers and students.

Teacher writing on whiteboard with red marker

Photo: Unsplash

About the project

LANGUAGES is a large video and language study of classroom teaching in Norway, England and France, which examines the connections between classroom teaching in English and French lessons, teachers' and students' perspectives on helpful and challenging language teaching - and how students' develop their language proficiency over time.

LANGUAGES also aims to identify how language teachers contributes to language development among students with various language proficiency and from various language backgrounds. This ambition will be achieved through systematic video-recorded observations across two school years over time, in 84 English and French classes in the three countries, in areas characterised by various socioeconomic backgrounds and among students with various language backgrounds. The video data were combined with language proficiency tests, surveys, and interviews. We have collected data in 84 language classes in all three countries. The first school year (2022-23) we collected data in 48 classrooms (24 English classes and 24 French classes). Second cycle was conducted during The second school year (2023-24) we collected data in 36 classrooms (17 English classes and 19 French classes).

Testimonials: Hear what the LANGUAGES
members find valuable about the project

Sub-projects

LANGUAGES is organised in three sub-projects:

Sub-project 1: classroom practices across languages and contexts

Led by Lisbeth M. Brevik (PI). Team members: Debra Myhill (England), Cathy Cohen (France), Sarah Eiene, Simen Grung, Gunnar Lid and Stephanie Wold (Norway).

This sub-project coordinates and synthesises the overall project, with a particular focus on project collaboration, research design and ethics, dissemination and implications for teaching, including the collection of classroom video data.

Read our articles on video-recorded language practices:

Eiene, S. M., Brevik, L. M. & Vold, E. T. (2026). Fluid multilingualism: Classroom talk in English and French classes in England, France and Norway. The Modern Language Journal, 110(3), p. 794–811. https://doi.org/10.1111/modl.70077

Eiene, S. M. Ø., & Brevik, L. M. (2025). A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2025.105334

Sub-project 2: language beliefs and language proficiency

Led by Eva Thue Vold. Team members: Laura Molway (England), Joséphine Rémon (France), Estelle Fohr-Prigent (Norway).

This sub-project investigates language beliefs and language proficiency in English and French over time.

Read our articles on teachers' and students' multilingual beliefs:

Fohr-Prigent, E., Vold, E. T., & Haukås, Å. (2025). Valuing multilingualism: teachers’ beliefs and practices in England, France and Norway. Language Learning Journal, 53(5), 622–637. https://doi.org/10.1080/09571736.2025.2549117

Retzius, A. F., Haukås, Å., Ghimenton, A., Molway, L. J., & Brevik, L. M. (2025). Secondary school students’ beliefs about multilingualism across contexts: England, France and Norway. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2025.2571453

Sub-project 3: teachers' and students' perspectives on classroom teaching of English and French

Led by Debra Myhill (England). Team members: Nicole Dingwall (England), Cathy Cohen and Anna Ghimenton (France), Sarah Eiene, Åsta Haukås, Adéla F. Retzius and Stephanie Wold (Norway).

This sub-project offers insight into student and teacher interviews concerning helpful and challenging classroom practices of English and French in light of students' language resources and language identities.

Read our article on student perspectives on language instruction:

Eiene, S. M., Cohen, C. & Myhill, D. A. (2026). Student talk matters: Student voices and perspectives on classroom talk in English and French classes in England, France and Norway. Acta Didactica Norden, 20(1). https://doi.org/10.5617/adno.13067

Objectives

advance our knowledge about the consequences of how language policy affects practice,
develop new and much sought after knowledge about how teachers enact language instruction in everyday classroom practices across subjects and contexts,
examine the effect teaching practices have on students’ language use and multilingual identities, and
identify teachers’ and students’ perspectives on practices that are both helpful and challenging to suggest implications for future language policy and practice.

Partners in Europe

LANGUAGES is a collaboration between universities in Norway (University of Oslo, University of Bergen), England (University of Exeter, University of Oxford) and France (École normale supérieure de Lyon).

Other research projects related to LANGUAGES

LISE (Linking Instruction and Student Experiences)

Funding

LANGUAGES is granted NOK 12,000,000 by the Research Council of Norway for 2021-26. Project number 315985

Eiene, Sarah Margrethe Øverlie; Cohen, Cathy & Myhill, Debra Ann (2026). Student Talk Matters: Student Voices and Perspectives on Classroom Talk in English and French Classes in England, France and Norway. Acta Didactica Norden (ADNO). 20(1). doi: 10.5617/adno.13067. Full text in Research Archive
Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M. & Vold, Eva Thue (2026). Fluid multilingualism: Classroom talk in English and French classes in England, France and Norway. The Modern Language Journal. ISSN 0026-7902. 110(3), p. 794–811. doi: 10.1111/modl.70077. Full text in Research Archive
Eiene, Sarah Margrethe Øverlie & Brevik, Lisbeth M. (2025). A dialogic whole: Creating space for student talk in digitally-rich language classrooms in England, France and Norway. Teaching and Teacher Education : An International Journal of Research and Studies. ISSN 0742-051X. 172. doi: 10.1016/j.tate.2025.105334. Full text in Research Archive Show summary
Despite indications that digital technology transcends traditional approaches to classroom instruction, evidence of the role of digital technology during student talk in language classrooms is scarce. This paper presents findings from the large-scale European project LANGUAGES. Through a sociocultural lens on student talk during 72 video-recorded language lessons in England, France and Norway, we examined 36 secondary classrooms of English and French. Using a mixed methods approach to video-recorded instruction, we found student talk typically occurring during oral interaction, seldom during oral production, and frequently in the presence of digital technology, such as PowerPoint-led teaching (England, France) and individual laptops (Norway). However, in a quarter of the observed lesson time, students talked in the absence of digital technology. Implications include insights into the importance for teachers and teacher education of consciously creating a dialogic whole in language classrooms through creating space for student talk both with and without digital technology.
Fohr-Prigent, Estelle; Vold, Eva Thue & Haukås, Åsta (2025). Valuing multilingualism: teachers’ beliefs and practices in England, France and Norway. Language Learning Journal. ISSN 0957-1736. 53(5), p. 622–637. doi: 10.1080/09571736.2025.2549117. Full text in Research Archive Show summary
In many European countries, including France, England and Norway, policy documents encourage teachers to build on students’ linguistic repertoires in second and foreign language classrooms, for example by allowing the use of the language of schooling and of students’ various home languages. However, little comparative research exists on the use of students’ language resources in classrooms across contexts. Addressing this gap, this article investigates beliefs and practices concerning multiple language use among lower secondary French teachers in England and Norway, and English teachers in France and Norway. Practices were captured through video recordings, and beliefs were elicited through a questionnaire. The findings showed that despite individual differences, English teachers in France tended to believe in the benefits of using the target language only, whereas those in Norway were divided. French teachers in Norway and England were less likely to see the target language-only approach as an ideal. We also observed more frequent use of multilingual strategies in the French lessons than in the English lessons. These findings suggest that teachers hold varying beliefs and demonstrate different practices not only due to individual preferences, but also depending on the subject and teaching context.
Retzius, Adéla Funova; Haukås, Åsta; Ghimenton, Anna; Molway, Laura Jane & Brevik, Lisbeth M. (2025). Secondary school students’ beliefs about multilingualism across contexts: England, France and Norway. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2025.2571453. Full text in Research Archive Show summary
Second and foreign language education is key to fostering global citizens who can comprehend and appreciate linguistic and cultural diversity. However, despite governing bodies’ efforts to encourage student enrolment in language classes, some students do not consider it necessary to study additional languages. Studies indicate a need for research focusing on students’ own perspectives on multilingualism to understand how to bring about change. This paper presents findings from the large-scale European project LANGUAGES. Drawing on a context-adapted version of the validated Ungspråk (Young Languages) survey, we collected responses from secondary school students (N = 813) in England, France, and Norway. The findings are based on analyses of students’ reported beliefs about the benefits of multilingualism and views of their current multilingual selves. Key results reveal that students in England hold significantly more positive beliefs about multilingualism than students in France and Norway. At the same time, students in England are significantly less likely to self-identify as multilingual. Based on these findings, we discuss potential reasons for these differences and explore what it might take to shift students’ perspectives on multilingualism and multilingual education across diverse contexts.
Sandsør, Astrid Marie Jorde & Brevik, Lisbeth M. (2024). Gender gaps in English as a second language over time: a shift in favour of boys. Assessment in Education: Principles, Policy & Practice. ISSN 0969-594X. p. 1–24. doi: 10.1080/0969594X.2024.2423151. Full text in Research Archive Show summary
Increasing evidence across countries has highlighted the improvement in girls’ educational performance relative to boys’ performance. This study investigated the development of gender gaps in English as a second or additional languagewith L2 population-level data from Norway, covering 1,101,807 students from 2007 to 2018. Using national tests in L2 English language proficiency at ages 10 and 13, we found a gradual shift in favour of boys, with boys outperforming girls by 0.12–0.16 standard deviations in 2018. When using high-stakes overall achievement and exam grades in written and oral L2 English language proficiency, measured at age 15, girls continued to outperform boys, with no such shift. However, when comparing gender differences in L2 English relative to L1 Norwegian (official language, national reading tests and grades), all measures shifted in favour of boys. These findings suggest that boys’ earlier gains in L2 English may also have improved their grades, although not sufficiently to decrease the gender gap.

View all works in NVA

Kanestrøm, Jorunn; Vold, Eva Thue; Brevik, Lisbeth M. & Doetjes, Gerke (Gerard) (2026). Visste du at elever blir bedre…–Universitetspodden. Full text in Research Archive Show summary
Å lære fremmedspråk som tysk og fransk styrker læringen i en rekke andre fag i videregående skole, og gjør elevene mer studieforberedte.
Kanestrøm, Jorunn; Vold, Eva Thue & Brevik, Lisbeth M. (2026). Elever blir bedre i norsk og engelsk av å lære fransk - Forskningsnytt. [Internet]. Forskningsnytt UiO. Full text in Research Archive Show summary
Å lære fremmedspråk som tysk og fransk styrker læringen i en rekke andre fag, og gjør elevene mer studieforberedte.
Grung, Simen & Brevik, Lisbeth M. (2026). Feedback across borders: Investigating contextual differences in feedback practice in English lessons in lower secondary classrooms in England, France, and Norway. doi: https:/2026.aea-europe.net/detailed-program/. Full text in Research Archive
Brevik, Lisbeth M. & Molway, Laura Jane (2026). Students’ assessment of English and French classroom teaching in England, France and Norway. doi: https:/2026.aea-europe.net/detailed-program/. Full text in Research Archive Show summary
Students observe their teachers over longer periods of time, and their assessment of their teacher’s instruction can therefore give valuable insight into the dynamics of the classroom. Assuming that students’ assessment provide valuable insight into the socially situated language classroom, this study explores students’ assessment of their English and French instruction by drawing on student surveys (N = 1720). The presentation will focus on unpacking secondary school students’ assessment of their language teaching. We present findings among students who study English as a first language in England, and a second or foreign language in France and Norway, and students who study French as a first language in France and as a foreign language in England and Norway. In the paper, we outline key characteristics of each national context. We then present a comparison of the classroom assessment by 13–16-year-old students over the two years of the project. Students' assessment of language lessons are broadly positive across all three countries. However, Norway's overall Tripod scores and the scores for a supportive environment for L2 use were significantly lower (at the p<0.01 level) than those reported in France and in England.
Myhill, Debra (2026). From Talk to Text. Full text in Research Archive
Myhill, Debra Ann (2026). HELGA ENG LECTURE 2026: The Power of Talk: Grammar, Dialogic Metalinguistic Talk and the Teaching of Writing. Full text in Research Archive Show summary
In this lecture I will address changing views and research evidence concerning the place of grammar in the teaching of writing. Rather than positioning grammar as the arbiter of correctness and accuracy in writing, grammar is viewed a crucial resource for crafting and making meaning in written text. In particular, the lecture will consider how teachers can facilitate students’ metalinguistic understanding for writing: that is, students’ capacity to reflect on their language use, and to use that reflection to reason and to make changes and choices in their own writing. Drawing on a cumulative suite of studies, conducted over the past 25 years, I will argue that creating opportunities for dialogic metalinguistic talk about writing deepens understanding of the craft of writing, and empowers students to make informed language choices in their own writing.
Brevik, Lisbeth M.; Blikstad-Balas, Marte; Korbøl, Karsten; Eiene, Sarah Margrethe Øverlie; Stordrange, Guro & Stave, Åse Eikill [Show all 8 contributors for this article] (2026). Skolens tilstand: Digital lesing i en analog skole? Hva sier ny forskning om det digitales plass i skolen, og hvordan kan skolen ta ansvar for både lesing, læring og digital danning? Full text in Research Archive Show summary
PC, mobil, KI og internett er blitt en del av elevenes hverdag, både i og utenfor skolen. Samtidig vokser ønsket om å skjerme klasserommet fra det digitale, av hensyn til konsentrasjon, læring og trivsel. Vi har på kort tid gjort en kraftig u-sving i det offentlige og politiske ordskiftet. Fra et ønske om én-til-én dekning og heldigitale læremidler, tar mange nå til orde for at det digitale skal begrenses og at mye lesing og læring skal skje analogt. I det femte møtet i Skolens tilstand stiller vi spørsmål om hva som er i ferd med å skje med ambisjonene om digital kompetanse og leseferdigheter som er relevante også i en hverdag der mye skal leses på skjerm. Hvis skolen lukker døren for digitale verktøy, hvem skal da lære elevene å forstå og håndtere dem? Hva krever dagens læreplaner når det kommer til digital teknologi og digital lesing?
Eiene, Sarah Margrethe Øverlie (2026). The value of student talk in the language classroom | BERA. Full text in Research Archive
Brevik, Lisbeth M. & Blystad, Julie Borge (2026). Før fikk de kritikk for ikke å lese. Nå får de kritikk for å lese på feil språk. [Internet]. Psykologisk.no. doi: https:/psykologisk.no/2026/04/for-fikk-de-kritikk-for-ikke-a-lese-na-far-de-kritikk-for-a-lese-pa-feil-sprak/. Full text in Research Archive
Brevik, Lisbeth M.; Eiene, Sarah Margrethe Øverlie; Isaksen, Anja Ramfjord; Elgen, Annie Karoline; Dodou, Katherina & Skarpaas, Kaja Granum (2026). Digital expectations vs. classroom reality in Nordic and European secondary classrooms: The importance of digital life skills, digital responsibility and student voices. Full text in Research Archive Show summary
In today’s digitalised society, the role of digitalisation is greater than ever. As digital technologies and Generative AI increasingly influence the lives and learning experience of young people, concerns about their ICT skills, screen usage and life skills have become commonly debated topics (Munthe et al., 2022). Students are expected to have sufficient – or even high – digital competence, be resilient, critical thinkers capable of identifying misinformation, amongst other challenges in a highly digital English-speaking world. Research indicates that students should develop into responsible technology users (Choi, 2016; Kure et al., 2025), while they also face challenges related to social media and technology, such as mental health issues, loneliness and exclusion (Holmarsdottir et al., 2024). Despite these insights, there is a lack knowledge of what happens inside the classrooms, including teachers’ and students’ perceptions on these matters. This symposium presents various perspectives of digitalisation in lower and upper secondary classrooms in Norway, England and France across four subjects. By analysing data from video-recorded classroom observations and teacher interviews, we draw on insights from two large-scale longitudinal projects, EDUCATE [AI2.1](Evaluation of the curriculum reform) and LANGUAGES (Language use and instruction across contexts), exploring how digital responsibility, student voices, and digital life skills are characterised and reflected upon in teaching. How can we facilitate the development of responsible technology use in the classroom? Are students becoming responsible users of technology, and what actually occurs inside the classroom in practice? In this symposium, we present four recent studies from Nordic and European classrooms, allowing us the opportunity to explore what actually occurs within today’s classroom. The first study observes and interviews teachers in xx lower secondary English classrooms, revealing that there is clearly an absence of teaching on digital responsibility (Paper 1). The second study contributes with important insights into how English and Norwegian teachers from xx classrooms in Norway understand and teach responsible use of GenAI technologies (Paper 2[AI3.1]). The third study explores 36 lower secondary classrooms of English and French, focusing on the role of technology in making students talk (Paper 3). The final paper presents a study that explores 68 upper secondary English and social science classrooms, highlighting the importance to put digital life skills on the agenda, especially if we aim to develop future responsible future technology users (Paper 4). The findings discussed in the symposium highlight the need to reconsider the approaches to teaching in Nordic and European secondary classrooms to emphasize the importance of embedding digital life skills and digital responsibility into everyday teaching and listening to student voices. We offer valuable insights and implications to research on ICT skills in the digital classroom.
Brevik, Lisbeth M.; Østrøm, Romy Felicia & Waagbø, Gyda Ulrikke (2026). Unge leser på engelsk! [Radio]. NRK. Full text in Research Archive Show summary
Unge leser mer, og det er jo bra? Samtidig så foretrekker under to prosent å lese på norsk, og vi lurer på om det er grunn til bekymring. Hva skjer med språket vårt dersom vi bare ser på serier på engelsk, leser bøker på engelsk og bruker engelske ord og uttrykk i hverdagen? Vi får besøk språkforsker Lisbeth Brevik!
Wold, Stephanie Hazel Grønstad (2025). Researching Language and Multilingualism in Norway, England and France. Full text in Research Archive
Brevik, Lisbeth M.; Dahl, Anne; Doetjes, Gerke (Gerard); Aas, Endre Ugelstad & Undheim, Dag Eivind (2025). Tar engelskfaget i forsvar | Klassekampen. [Journal]. Klassekampen . doi: https:/klassekampen.no/artikkel/2025-11-24/tar-engelskfaget-i-forsvar. Full text in Research Archive Show summary
Skoleforskere mener det vil være lite gjennomtenkt å fjerne engelsk fra timeplanen til de yngste elevene.
Vold, Eva Thue (2025). L’acquisition du vocabulaire chez les apprenants débutants en FLE. Full text in Research Archive Show summary
Quelle est la taille du vocabulaire en français chez les collégiens en Norvège et comment celui-ci se développe-t-il au cours d’une année? Comment peut-on motiver les élèves à enrichir leur vocabulaire? Dans cette présentation, nous introduirons un nouveau test de vocabulaire développé spécifiquement pour le niveau débutant. Ce test vise à évaluer la connaissance des mots les plus fréquents par les élèves, tout en adoptant une approche motivante qui pourrait les inciter à apprendre davantage de mots.
Eiene, Sarah Margrethe Øverlie (2025). Opportunities to Talk: Student Voices and Perspectives on Language Use in English and French Lessons in England, France and Norway. doi: https:/www.bera.ac.uk/conference/bera-conference-2025/programme/presenter-information. Full text in Research Archive
Grung, Simen (2025). Investigating feedback practice across borders: a comparative study of English subject classrooms in Norway, England, and France. Full text in Research Archive
Grung, Simen & Brevik, Lisbeth M. (2025). The ‘Wicked Problem’ of Assessment: A Mixed Methods Approach to Understanding Formative Assessment in Norway. Full text in Research Archive Show summary
Greene’s (2007) ‘mixed methods way of thinking’ has established the value of capturing various voices and perspectives—and the differences between them—when studying complex phenomena. First, this paper frames formative assessment in Norwegian education as a ‘wicked problem’ and how the affordances of a mixed methods approach to investigating changes in formative assessment can inform a deeper understanding and provide better solutions to shape such practice. Second, we argue how purposeful integration of different types of data can inform changes in assessment over time, and how acknowledging and valuing multiple voices shape our understanding of complex social phenomena, such as assessment within a given context.
Fohr-Prigent, Estelle & Haukås, Åsta (2025). Students’ multilingual repertoire: opportunities, challenges and strategies reported by language teachers in lower secondary schools in England, France and Norway. Full text in Research Archive
Brevik, Lisbeth M. (2025). Invited talk: Languages across contexts: Opportunities for student talk in language classes in Norway, France and England. Full text in Research Archive
Molway, Laura Jane; Brevik, Lisbeth M. & Eiene, Sarah Margrethe Øverlie (2024). Invited talk: Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts. Full text in Research Archive
Sandsør, Astrid Marie Jorde (2024). Intervju on kjønnsforskjeller i engelsk i skolen. [TV]. NRK Helgemorgen. Full text in Research Archive
Fohr-Prigent, Estelle; Vold, Eva Thue & Haukås, Åsta (2024). Valuing Multilingualism - Teachers’ beliefs and practices in England, France and Norway. Full text in Research Archive
Brevik, Lisbeth M. (2024). Plenary: Why do we need mixed methods research when studying language in education? Full text in Research Archive
Brevik, Lisbeth M. (2024). Invitert innlegg: Literature review i PhD-prosjekter. Metodiske og praktiske aspekter. Full text in Research Archive
Wold, Stephanie Hazel Grønstad & Myhill, Debra Ann (2024). Teachers’ views from LANGUAGES. Barriers and constraints to learning English. Full text in Research Archive
Dingwall, Nicole & Molway, Laura (2024). What sustains teachers’ and students’ joy, passion, and enthusiasm for English in three European countries? Full text in Research Archive
Eiene, Sarah Margrethe Øverlie & Brevik, Lisbeth M. (2024). Fluid multilingualism: Opportunities for student talk in language lessons in Norway, France and England. Full text in Research Archive
Brevik, Lisbeth M. (2024). Plenary: A mixed methods way of thinking about research designs in language education. Full text in Research Archive
Vold, Eva Thue (2023). Ordforråd hos unge nybegynnere i fransk: Hvordan måle det og hvor stort er det? Full text in Research Archive
Myhill, Debra; Dingwall, Nicole; Ghimenton, Anna & Brevik, Lisbeth M. (2023). From talk to text. Ethical representations of participant voice. Full text in Research Archive Show summary
The choice of interview as a research tool is usually made because of the particular affordances of an in-person conversation, in contrast to a questionnaire or written documentation. Each interview is a unique social interaction, and the goal of interview research tends to be particularity, contextualisation and nuance, rather than simplistic generalisations. Research interviews, therefore, allow for an in-depth exploration of participants’ perspectives on the research issue, offering of ‘an understanding of the world from the subjects’ points of view, to unfold the meaning of peoples’ experiences’ (Kvale,1996, p. 1). The direct interaction between interviewer and interviewee, occurring in real time, generates flexibility, allowing the interviewer to ‘press not only for complete answers but for responses about complex and deep issues’ (Cohen et al., 2018, p. 506). Crucially, interviews give voice to the participants: rather than being obliged to use closed responses, such as a scale or multiple-choice questions, participants respond ‘using their own words’ (Braun & Clarke, 2013, p. 78). So, for researchers keen to understand human situations, contexts and phenomena, interviews seem to be a wholly appropriate choice to fully represent the complexity of human thinking, behaviours and actions. However, it is important to think critically about the ethics of representation when presenting data from interviews. Many articles make claims about their interview data: for example, that they ‘offer a more accurate assessment of the impact of life events on any individual’ (Fallon, 2008, p .387). Whilst this may be true, there is an ethical responsibility on the researcher to ensure that participant voices are represented as accurately as possible, avoiding bias, partial representation or cherry-picking of the data. Drawing on interview data from an international comparative study funded by the Norwegian Research Council, which is comparing language use and instruction across contexts (‘LANGUAGES’), this presentation will examine the ethics of representation when using interview data among teachers and students in secondary school in three different countries: Norway, England and France. It will do this in two ways. Firstly, we will consider how the design of the interview schedule and the data collection process is intrinsically linked to ensuring the integrity of representation – particularly in relation to interviewing technique, transcription decisions, and methods of data analysis. Secondly, we will address how participants’ voices should be represented in publications, notably the clarity of the link between data analysis processes and form of data presentation; how quotations will be used and the contextualisation of quotations; and direct attention to contradictions in individual participants’ data, plural and sometimes contrasting voices, and alternative perspectives between participants (e.g. teachers and students in the same class).
Molway, Laura; Funova, Adéla; Fohr-Prigent, Estelle; Haukås, Åsta & Brevik, Lisbeth M. (2023). Unpacking student perspectives. Comparing multilingual attitudes and experiences with foreign language teaching. Full text in Research Archive Show summary
Second and foreign language education is key to fostering global citizens able to comprehend and appreciate linguistic and cultural diversity (Haukås et al., 2021). However, in some European countries, the number of students wanting to study additional languages in secondary school has seen a sharp drop (Norwegian National Centre for Foreign Languages in Education, 2021; Tinsley, 2019). Despite governing bodies’ efforts to encourage student enrolment in such classes, some students do not consider it necessary to study an additional language (Tinsley, 2019). Moreover, when students choose to study additional languages, there is a concern that the teaching is decontextualized and rarely authentic (Storch & Sato, 2020; Vold, 2022). These studies indicate a need for research focusing on students’ own perspectives on multilingualism to understand how to bring about change. In this paper, we present findings from the large-scale European LANGUAGES project. Drawing on student surveys, the presentation focussed on unpacking the student perspective on multilingualism; secondary school students’ attitudes towards multilingualism and their experiences with language lessons. We present findings among students who study English as a second or foreign language in France and Norway, and students who study French as a foreign language in England and Norway. The findings are based on analyses from two internationally validated student surveys: (1) the Ungspråk survey, where students express their attitudes towards multilingualism and views of their current multilingual selves (Haukås et al., 2021), and (2) the Tripod 7C’s survey where the same students report their experiences with curricular support in language lessons, in terms of how these lessons spark and maintain their interest in learning English or French, and the extent to which they find that their language teachers have designed stimulating lessons that facilitate active student participation (Ferguson, 2012; Molway, 2021). By comparing students’ perspectives on multilingualism and language education in widely different countries and contexts, we are able to highlight trends across two language subjects and identifying key factors for students’ attitudes and experiences with multilingualism. These findings will help identify what it might take to change learners’ perspectives towards multilingual education across very different school settings.
Vold, Eva Thue; Grung, Simen; Wold, Stephanie Hazel Grønstad & Brevik, Lisbeth M. (2023). Comparing students’ proficiency levels in English and French across contexts. Full text in Research Archive Show summary
The large-scale empirical research project LANGUAGES aims to compare language teaching policies, methodologies and outcomes for secondary school learners (aged 13-15) of English and French in three European countries: England, France and Norway. English and French have different statuses in these countries: depending on the context, they are first, second or foreign languages. In addition, students’ language proficiency in second and foreign languages is known to vary extensively across contexts (European Commission, 2012). In order to conduct meaningful cross-context comparisons, the LANGUAGES research team needed valid and reliable measures of language proficiency. Altogether, the selected tests needed to offer comparable data and be appropriate for adolescent learners of French and English in each country at different levels. In terms of the Common European Framework of Reference (CEFR) levels, we expected proficiency to vary from the pre-A1 level (Norwegian and English learners of French), via A, B and possibly C-levels (Norwegian and French learners of English), to native speaker competence. For feasibility reasons, the tests also needed to be relatively quick and easy to conduct. This paper discusses the challenges with selecting and using standardised tests developed for specific languages and contexts, and combining them into a battery of tests that would allow for cross-context comparisons. We will discuss how and why we decided to use standardised reading comprehension tests that were aligned with the CEFR levels (the Evalang tests for English) in combination with a new vocabulary test that we developed specifically for the LANGUAGES project in order to cover the pre-A1 level, building on existing resources and tests (Cobb, n.d.; Meara & Milton, 2003). In the paper, we present findings from the first year of the project, with data gathered from students (aged 13-15) in French and English classes. The contribution outlines key characteristics of each national context and presents a comparison of the estimated proficiency levels achieved in French and English by students in each country. Implications for the refinement of language attainment comparisons across national contexts are discussed, alongside the potential for such tests to inform language teaching policy and practice.
Fohr-Prigent, Estelle; Haukås, Åsta; Brevik, Lisbeth M. & Vold, Eva Thue (2023). Languages in the classroom: teachers’ perspectives. Full text in Research Archive Show summary
Second and foreign language teaching has slowly started to steer away from the monolingual ‘dogma’ (Butzkamm, 2003), by welcoming the first language (L1) and students’ additional language resources in the second and foreign language classroom (De Angelis, 2011; Haukås, 2016; Macaro, 2001; Molway, 2021). Furthermore, governing bodies in countries such as France (MEN, 2020), England (Ofsted, 2021) and Norway (NDET, 2020) encourage teachers to use students’ multilingual repertoire. However, little is known about the connection between teachers’ beliefs about multilingualism and how it actually translates into the multilingual classroom. In this paper, we present findings from the international LANGUAGES project. Drawing on teacher surveys and video-recorded lessons, the presentation will focus on teachers’ perspective on multilingualism; English and French teachers’ attitudes towards multilingualism and their teaching practices in second and foreign language classrooms. We present findings among teachers of English as a second or foreign language in France and Norway, and teachers of French as a foreign language in England and Norway, based on two datasets: (1) the Multiteach survey, where teachers express their attitudes towards and experiences with multilingualism, and (2) video-recorded lessons, to see whether and how they encourage the use of L1 or other languages than the target language in their lessons. Comparing teachers’ perspectives on multilingualism and actual second or foreign language teaching, our analysis provides a unique perspective on two language subjects across three countries revealing traditions within each education system, as well as similarities and differences across contexts related to language policy, recommendations from national curricula, teachers’ beliefs, and actual classroom teaching. The findings provide important insight concerning opportunities and challenges for language teachers, teacher educators and policy-makers across multilingual contexts.
Eiene, Sarah Margrethe Øverlie & Fohr-Prigent, Estelle (2023). Poster: Language use in English and French classes across England, France and Norway. Full text in Research Archive
Fohr-Prigent, Estelle; Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Haukås, Åsta; Cohen, Cathy & Funova, Adéla [Show all 7 contributors for this article] (2023). Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts. Full text in Research Archive Show summary
It is generally agreed that embracing linguistic diversity in education is a key part of developing inclusive societies that respect diversity and difference (Council of Europe, 2008). However, scholars have expressed concern about the lack of a multilingual pedagogy in the classroom that includes and draws on all students’ existing language resources, whether home languages or additional ones (Cenoz & Gorter, 2017). This paper provides new knowledge by reporting on multiple datasets from an international project, combining a student perspective and an observed perspective on students’ language resources and the actual use of these resources in language lessons in three countries. The project aims to spotlight the role that teaching plays in developing students’ ability to communicate in more than one language. The classes in this project were strategically sampled to include language homogeneous and heterogeneous contexts in the three countries and includes eight French classes and eight English classes in each country (n=48), among students aged 13–15 (n=1440). This paper reports on findings from the first year of the project and includes two strands of data to identify the two most linguistically diverse English and Frech classrooms in the LANGUAGES project: (1) the Ungspråk student survey (Haukås et al., 2021), where the project obtained a quantitative and systematic overview of all students’ reported linguistic repertoires, and (2) a well-proven video observation design in the classroom (Brevik, 2019), where the project systematically recorded four consecutive lessons in each language class (n=192). Adopting a mixed-methods approach (Greene, 2007; Tashakkori et al., 2020), this study focuses on the results specifically relating to similarities and differences between students’ reported language repertoire and the use of languages in the classroom. The contribution relates to trends across the three contexts, showing the extent to which the most linguistically diverse classrooms capitalises on students’ diverse language resources.
Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Cohen, Cathy; Molway, Laura & Funova, Adéla (2023). Diversity and inclusion. Comparing students’ reported languages to actual language use in English and French lessons across countries. Full text in Research Archive Show summary
It is generally agreed that embracing linguistic diversity in education is a key part of developing inclusive societies that respect diversity and difference (Council of Europe, 2008). However, scholars have expressed concern about the lack of a multilingual pedagogy in the classroom that includes and draws on all students’ existing language resources, whether home languages or additional ones (Auger, 2007; Cenoz & Gorter, 2017). This paper provides new knowledge by reporting on multiple datasets from the LANGUAGES project, combining a student perspective and an observed perspective on students’ language resources and the actual use of these resources in language lessons in England, France and Norway. LANGUAGES is a longitudinal project that examines the teaching and use of English and French within and across three national contexts, where these languages have very different statuses and where students’ language resources and proficiency vary extensively (European Commission, 2012). The project aims to spotlight the role that teaching plays in developing students’ ability to communicate in more than one language. The classes in this project were strategically sampled to include language variety in the three countries and include the four most linguistically diverse French and English classes in each country (n=24 classes), among students aged 13–15. This paper reports on findings from the first year of the project and includes two strands of data: (1) a thoroughly validated student survey (Haukås et al., 2021), where the project obtained a quantitative and systematic overview of all students’ reported linguistic repertoires, and (2) a well-proven video observation design in the classroom (Brevik, 2019), where the project systematically recorded four consecutive lessons in each language class (n=96). Adopting a mixed-methods approach (Greene, 2007; Tashakkori et al., 2020), this study focuses on the results specifically relating to similarities and differences between students’ reported language repertoire and the use of languages in the classroom. The contribution relates to trends across the three contexts, exemplifying teacher practices for capitalising on students’ diverse language resources and identities in the language classroom.
Brevik, Lisbeth M.; Nipen, Kjersti; Aarnes, Helle & Hole, Kari Mette (2023). OMG! Kidsa er blitt vilt gode i engelsk. WFT? [Journal]. Aftenposten, A-Magasinet. Full text in Research Archive
Bjermeland, Monica; Brevik, Lisbeth M.; Blikstad-Balas, Marte & Jordheim, Helge (2022). Språk er livsviktig - ferdig snakka. [Internet]. Podcast Universitetsplassen. Full text in Research Archive
Molway, Laura & Dingwall, Nicole (2022). LANGUAGES project. Full text in Research Archive
Brevik, Lisbeth M.; Vold, Eva Thue & Myhill, Debra (2022). Å forske på språkundervisning – verdien av å sammenligne undervisning i ulike språkfag på tvers av land. Bedre Skole. ISSN 0802-183X. 3, p. 14–17. Full text in Research Archive Show summary
Ved å se på språkbruk, språkidentitet og språkundervisning i engelsk- og franskklasserom i Norge, England og Frankrike ønsker LANGUAGES-prosjektet å finne svar på hva som kjennetegner god språkundervisning på tvers av fag og kontekster.
Brevik, Lisbeth M.; Myhill, Debra; Vold, Eva Thue & Bjermeland, Monica (2022). To be or not to be multilingual. [Internet]. Podcast Læring. Full text in Research Archive
Brevik, Lisbeth M. & Vold, Eva Thue (2021). Forskere i Norge, Frankrike og England skal finne svar på hva som er god språkundervisning. [Internet]. Universitetet i Oslo. Full text in Research Archive
Brevik, Lisbeth M.; Myhill, Debra; Cohen, Cathy & Jemsek, Misha (2021). What makes good language instruction? The LANGUAGES project will study classrooms in France, England and Norway to find answers. [Internet]. Faculty of Educational Sciences. Full text in Research Archive
Brevik, Lisbeth M.; Cohen, Cathy; Myhill, Debra & Jemsek, Misha (2021). Quelles sont les caractéristiques d’un bon enseignement des langues? Le projet LANGUAGES étudiera des classes en France, en Angleterre et en Norvège pour y répondre. [Internet]. Faculty of Educational Sciences. Full text in Research Archive
Brevik, Lisbeth M.; Jemsek, Misha; Myhill, Debra & Cohen, Cathy (2021). Hva er god språkundervisning? LANGUAGES-prosjektet skal undersøke klasseromsundervisning i Frankrike, England og Norge for å finne svar. [Internet]. Institutt for lærerutdanning og skoleforskning. Full text in Research Archive
Sundt, Anna Helena & Wold, Stephanie Hazel Grønstad (2025). Linguistic Identities and the Use of English by EFL Learners in Norway and France A Comparative Study. Høgskulen på Vestlandet. Full text in Research Archive
Funova, Adéla; Vold, Eva Thue & Brevik, Lisbeth M. (2023). MA thesis: Exploring Multilingualism in the English Classroom: A comparative study of students’ linguistic repertoires, teacher beliefs about the use of such repertoires and language use in English classrooms in Norway and England. Universitetet i Oslo. Full text in Research Archive
Grung, Simen; Brevik, Lisbeth M. & Vold, Eva Thue (2023). MA thesis: Comparing English reading literacy across borders: A comparative study in Norway, England, and France. Universitetet i Oslo. Full text in Research Archive

View all works in NVA

Tags: Classroom research, video observation, Language and Learning

Published June 29, 2021 8:17 PM - Last modified Sep. 24, 2026 10:37 PM

Contact

Lisbeth M. Brevik
Project leader/
Principal Investigator (PI)

E-mail: languages-project@ils.uio.no

Advisory Board:

Student co-researchers

Astrid Beinset (2026-27)
Jennifer Li (2026-27)
Viktoria Wikstrøm (2026-27)
Robert Nesdal (2025-26)
Rune Snilsberg (MA thesis 2025)
Anna Sundt, HVL (MA thesis 2025)
Adéla Funova, UiO (MA thesis 2023)
Simen Grung, UiO (MA thesis 2023)