Nordic Journal of Language Teaching and Learning

Mapping Multilingualism in Norwegian EAL Classrooms: Student Teacher Ideologies and Pedagogical Readiness

2026-04-30T09:25:02+00:00

This study investigates first-year student teachers’ conceptualizations of multilingualism and their perceived preparedness to implement multilingual pedagogies in Norwegian English as an additional language (EAL). Drawing on data from 95 survey responses and 20 follow-up interviews, the research explores how prospective teachers define multilingualism, perceive multilingual classrooms, and reflect on professional training needs. While most participants valued multilingualism as a resource, contradictions emerged between their self-identification as multilingual speakers and beliefs about multilingual pedagogy. Findings revealed a limited understanding of multilingualism, often tied to language proficiency and teacher fluency in students' home languages (HLs). Despite strong support for multilingual approaches, participants expressed uncertainty about their effective implementation. The study highlights the need for more practice-oriented training in teacher education to bridge theory and classroom realities. Results underscore the importance of equipping future teachers with both conceptual clarity and applied strategies to meet the growing linguistic diversity in Norwegian schools.

Foreign languages in Swedish Higher Education – Trends since Bologna and effects of the pandemic

2026-06-22T15:44:18+00:00

Few academic subjects have come under as much pressure as languages other than English (LOTEs) over the past decades. This study examines how foreign language education in 39 subjects within Swedish Higher Education (HE) has evolved since the implementation of the Bologna reform in 2007/2008. Particular attention is given to the effects of the Covid-19 pandemic. The results show a long-term decline in volumes across most foreign languages, despite expansions in the HE sector. While English has contracted mainly in first-cycle stand-alone courses but grown within professional programmes, French, German, and Spanish have seen the greatest losses in professional qualification programmes and modest gains in stand-alone courses, especially among older students. Advanced-level study remains limited throughout the period. The pandemic introduced further fluctuations. Government investments boosted overall enrolments, but foreign languages were unevenly affected. LOTEs experienced notable increases in first-cycle stand-alone courses, a trend that has continued beyond the crisis but accompanied by declining performance rates. Overall, the findings underscore the vulnerability of LOTEs in a HE system focused on employability and degree programmes, raising questions about how Swedish HE policy can support progression beyond the first cycle, and ensure that smaller language subjects can survive and thrive in an increasingly marketised HE landscape.

Transforming Campus into Practice: Collective Peer Teaching in Norwegian Teacher Education

2026-08-27T08:01:01+00:00

This article reports on student perceptions of a peer-teaching experiment in three courses in Norwegian teacher education. The course design resulted from a desire to increase the level of student activity and provide students with teaching practice during on-campus sessions, partially as a result of the current debate about “too much academization” and “not enough practice” in Norwegian teacher education. Survey data were collected from a total of 51 student respondents, who had all been peer teachers, students exposed to their peers’ teaching, and observers of their peers’ teaching. The survey questions explored their perceptions of the usefulness and learning outcome of this approach. The degree of satisfaction with the design varied between the groups, but in general the responses from the majority of students ranged from neutral to very positive. Group sizes and the contents of the individual courses may have influenced student perceptions, as may the degree of scaffolding, but in general the experiment may be judged a cautious success and an approach that may fruitfully be developed further.

Exploring dialogic feedback in EAL academic writing: Performance outcomes and student perspectives

2026-09-14T14:40:05+00:00

This study examined the effectiveness of dialogic feedback (DF) as an approach to feedback on English as an additional language (EAL) academic writing at the tertiary level, in comparison with traditional written commentaries. Adopting a mixed-methods design, the study investigated both writing performance outcomes and student perceptions of DF. The findings indicate that while DF offers some advantages in supporting aspects of writing development and promoting more consistent performance across learners, its overall impact on writing quality appears to be modest. Qualitative results further suggest that students generally perceive DF as a valuable, though demanding, process that fosters greater reflection, awareness, and engagement with their writing. Taken together, the findings point to DF as a promising, interaction-oriented approach to feedback that supports learner involvement, while also highlighting the need for further research into its implementation and effectiveness.

Zooming into Digital Multimodal Reading Comprehension and Cognitive Load

2026-09-15T16:30:47+00:00

This study, leveled on multimodality and cognitive load, was based on an assumption that multimodal ensembles impact reading selection and comprehension. Data were collected from a sample of 40 learners at the entry-level of a License program through two multimodal reading tasks (RTs) in a workshop on digital reading at a Jordanian University. The two RTs included eight multimodal versions: five formats in RT1 and three in RT2 to assess reading selection and comprehension. Results of RT1 showed that learners who opted for reading with a few multimodal elements answered the comprehension questions relatively faster and better than those who read texts with heavy or no multimodality. Results of RT2 showed that the group with a reduced load of elements that combined moving images and soundtrack outperformed those who experienced moving images per se and the group that read a combination of all the modes in focus: writing, sound, and moving images. The findings of both RTs stand to reason for adding multimodal elements moderately to plain written texts to enhance readers’ engagement in reading and comprehension. Results also suggest better reading comprehension when cognitive load is medium than when it is low or high, regardless of the mode. In closing, the study calls attention to some limitations that should be considered when interpreting the results. It also suggests topics for further research.

Students’ Initial Motivation to Study a Foreign Language in a Swedish Academic Context: A Case Study on Dutch

2026-10-14T20:16:51+00:00

Motivation to learn languages other than English (LOTEs) that are not spoken as widely as French, German, or Spanish needs more attention in research. This qualitative study examines the initial motivation to learn Dutch as a foreign language in higher education in Sweden, utilizing a questionnaire asking students at beginner level to describe their motivation in their own words. The questionnaire was distributed between 2020 and 2023 and was answered by a total of 222 students. Abductive thematic analysis was used in analyzing the data and resulted in four overarching themes of motivation: Getting closer to one’s desirable self, Building relationships, Career asset, and Migration. These themes were discussed in-depth in relation to the L2 Motivational Self System (L2MSS) and the concept of the ideal multilingual self. The implications for motivation in higher education language teaching were discussed in relation to the study’s findings. Finally, the findings should be interpreted within the specific context of the Swedish higher education system, which, due to its structural characteristics, contributes to the enrolment of a heterogeneous student population in university language programs.

Exploring graduate writing retreats as additional support for the EAP classroom in English-medium settings in Finland and the UAE

2026-10-15T17:25:11+00:00

This study explores multilingual graduate students’ expectations of and experiences of participating in writing retreats as a form of academic writing support. The literature acknowledges that graduate students within English Medium Education in Multilingual University Settings (EMEMUS) often encounter challenges in developing academic writing practices. A particular concern is that English for Academic Purposes courses may not always provide sufficient support given the complexities of teaching and learning academic writing, particularly through the lens of genre knowledge. Although previous research has highlighted the benefits of writing retreats for experienced scholars, considerably less is known about their potential to support multilingual graduates in English-medium contexts. This study addresses that gap, by exploring writing retreats involving nine multilingual graduate students in English-medium programmes in Finland and the United Arab Emirates. Data were collected from multiple sources including semi-structured interviews, daily intentions and reflections, and field notes which were analysed using reflexive thematic analysis.

The findings indicate that participants valued the retreats for the emotional support, shared learning moments, and awareness of self and writing habits. Participants also described the retreats as providing an informal, situated learning environment in which they felt comfortable discussing writing-related challenges with peers. The study contributes to socio-cultural perspectives of academic writing by illustrating how writing retreats may create opportunities for multilingual writers to articulate tacit understandings of genre through collaborative reflection, making metacognitive thinking more explicit.

Exploring Playful Language Learning in Higher Education Through a Virtual Reality Game

2026-10-14T16:47:44+00:00

This study investigates playful language learning in an immersive Virtual Reality (VR) environment. The authors designed a VR language game for adult learners of Finnish in higher education in Sweden and Finland, aiming to support foreign-language speaking skills. Survey data were collected from 36 participants, who reported their learning experiences, emotional responses, and perceptions of VR as a language-learning tool. Drawing on Nicola Whitton’s theory of playful learning, the findings show that positive emotions, such as excitement, curiosity, and enjoyment, were more common than negative reactions, suggesting that the VR environment functioned effectively as a “magic circle” for experimenting with oral skills without real-world consequences. Negative emotions were mainly associated with perceptions that the game was too repetitive, too complex, or lacked sufficient action. For many participants, the testing session was a transformative experience that increased their confidence and openness to using playful learning environments for language learning.

Français, langue d’avenir: Status, motivation og potentiale i en dansk kontekst

2026-04-29T09:00:04+00:00

Denne artikel analyserer den aktuelle status for det franske sprog, motivationen for at lære fransk og dets fremtidige potentiale i en dansk kontekst. Med afsæt i politiske initiativer, data og eksisterende forskning analyseres det franske sprog som uddannelsesfag, dobbeltkompetence/tillægskompetence og strategisk ressource i et globaliseret og flersproget samfund. Artiklen belyser udviklingen i franskfaget på tværs af uddannelsesniveauer og har et særligt fokus på de videregående uddannelser, hvor nye initiativer som sprogløft og tillægskompetencer har bidraget til øget interesse for fremmedsprog blandt studerende. Samtidig peges der på strukturelle udfordringer, der er knyttet til rekruttering, fastholdelse og overgange mellem uddannelsesniveauer samt på spændingen mellem kortsigtede bevillinger og behovet for langsigtede strategier. Artiklen argumenterer for, at fransk sprog og kultur fortsat spiller en central rolle i forhold til internationalisering, erhvervsliv og kulturel dannelse, og at de videregående uddannelser er nøgleaktører i udviklingen af bæredygtige sproglige kompetencer. Afslutningsvis fremhæves behovet for en helhedsorienteret og flerlaget sprogstrategi, der integrerer forskning, undervisning og politiske prioriteringer for at sikre det franske sprogs fremtid i Danmark

Français, langue d’avenir : Le statut, les motivations et le potentiel du français au Danemark

2026-03-15T10:21:27+00:00

Cet article analyse le statut actuel de la langue française, les motivations pour apprendre le français ainsi que son potentiel futur dans un contexte danois. S’appuyant sur des initiatives politiques, des données empiriques et des recherches existantes, l’article examine le français à la fois comme discipline académique, double compétence/compétence complémentaire et ressource stratégique dans une société mondialisée et plurilingue. Il met en lumière l’évolution de l’enseignement du français au sein des différents niveaux du système éducatif danois, et porte une attention particulière à l’enseignement supérieur, où de nouvelles initiatives telles que les programmes de renforcement linguistique et les compétences complémentaires ont contribué à un regain d’intérêt des étudiants pour les langues étrangères. Parallèlement, l’article présente les défis structurels liés au recrutement, à la rétention et aux transitions entre les niveaux de formation, ainsi que les tensions entre des financements à court terme et la nécessité de stratégies à long terme. Il soutient que le français continue de jouer un rôle central dans les domaines de l’internationalisation, du monde des affaires et de l’éducation culturelle, et que l’enseignement supérieur constitue un acteur clé dans le développement de compétences linguistiques durables. Enfin, l'article met en avant la nécessité d'une stratégie linguistique globale et multiniveau fondée sur une articulation renforcée entre la recherche, l'enseignement et l’adoption de nouvelles priorités politiques afin de garantir l'avenir de la langue française au Danemark.

At løfte sprogfærdighederne på tyskuddannelser: erfaringer fra Syddansk Universitet

2026-04-29T15:15:41+00:00

Denne artikel belyser brugen af ekstramidlerne til at løfte sprogfærdighederne på de eksisterende studieprogrammer med tysk på Syddansk Universitet (SDU) i Odense. Det undersøges, hvordan ekstramidlerne er blevet brugt til at adressere to problemstillinger i fremmedsprogsindlæringen, tidsfaktoren og indstillingen til fremmedsprogsundervisningen. I artiklen beskrives studieprogrammer med tysk, studenterpopulation, allerede eksisterende tilbud samt de tiltag, der er finansieret af ekstramidlerne. Disse analyseres og vurderes ud fra studerende og underviseres evalueringer af tiltagene på baggrund af artiklens teoretiske rammer.

The role of teachers in eTandem in the context of Nordic minority languages in higher education

2026-10-07T09:27:53+00:00

Our study focuses on the role of the teachers in an eTandem project in a higher education context from the teachers’ point of view. The languages included in the project are both minority languages; Finnish in Sweden and Swedish in Finland. Finnish is classified as a national minority language in Sweden. Swedish, on the other hand, is an official language in Finland together with Finnish but there are relatively few speakers. Both contexts lead to challenges in acquiring competence in the two languages, one such challenge being the lack of opportunities to practise speaking and listening. Through practitioner reflection, we examine our eTandem activities and exercises and reflect on how they support students of minority languages in their language learning process. The study shows that the role of the teacher is versatile. We identified the following seven roles: designer, facilitator, guide, minority-language specialist, cultural mediator, language/pedagogy expert, and collaborator.

Sprogpraksisundervisning i fransk, spansk og tysk: udformning, evaluering og perspektiver for videreudvikling ved Institut for Engelsk, Germansk og Romansk, Københavns Universitet

2026-10-19T16:51:28+00:00