Estelle Fohr-Prigent

• 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), s. 622–637 doi: 10.1080/09571736.2025.2549117
• Eiene, Sarah Margrethe Øverlie & Fohr-Prigent, Estelle (2023). Poster: Language use in English and French classes across England, France and Norway.
• Fohr-Prigent, Estelle; Haukås, Åsta; Brevik, Lisbeth M. & Vold, Eva Thue (2023). Languages in the classroom: teachers’ perspectives.
• 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.
• Fohr-Prigent, Estelle; Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Haukås, Åsta; Cohen, Cathy; Funova, Adéla & Grung, Simen (2023). Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts.

• 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), s. 622–637. doi: 10.1080/09571736.2025.2549117. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Fohr-Prigent, Estelle (2001). La « Honte Noire ». Racisme et propagande allemande après la Première Guerre mondiale. Relations internationales. ISSN 0335-2013. 2(106), s. 165–177. Fulltekst i vitenarkiv

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• 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. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle; Vold, Eva Thue & Haukås, Åsta (2024). Valuing Multilingualism - Teachers’ beliefs and practices in England, France and Norway. Fulltekst i vitenarkiv
• 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. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Fohr-Prigent, Estelle; Haukås, Åsta; Brevik, Lisbeth M. & Vold, Eva Thue (2023). Languages in the classroom: teachers’ perspectives. Fulltekst i vitenarkiv Vis sammendrag

  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. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle; Eiene, Sarah Margrethe Øverlie; Brevik, Lisbeth M.; Haukås, Åsta; Cohen, Cathy & Funova, Adéla [Vis alle 7 forfattere av denne artikkelen] (2023). Multiple voices and perspectives: Comparing students’ language resources to actual language use across countries and contexts. Fulltekst i vitenarkiv Vis sammendrag

  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.

• Fohr-Prigent, Estelle (2021). Outils et stratégies numériques pour un cours de français oral à distance. Fulltekst i vitenarkiv
• Pradayrol, Solena Diane; Avias, Andre Jøel & Fohr-Prigent, Estelle (2021). Fremmedspråk på nett – hvordan designe nettkurs for å styrke den muntlige produksjonen? (FLE en ligne – recherche et proposition de design de cours permettant la promotion de la compétence orale.). ResearchGate. doi: 10.13140/RG.2.2.12067.17444. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle (2021). Stratégies de gestion des erreurs dans un cours en ligne de francais oral. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle (2014). La oss skravle – spontan muntlig produksjon. Sproglæreren. ISSN 0108-6154. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle (2014). Stillasstøttet grammatikkopplæring gjennom og til det muntlige. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle (2009). Kanadisk fransk. Fransklæreren. ISSN 0808-629X. høst. Fulltekst i vitenarkiv
• Fohr-Prigent, Estelle (2009). Dixit (Elevenes fordømmer). Fransklæreren. ISSN 0808-629X. Fulltekst i vitenarkiv

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