Acceso usuarios
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Noruega
The linguistic environments of the home and school play important roles in the multilingual language learning development of teenagers. While a considerable body of research has investigated the distinct impacts of these two domains on the development of multilingualism, there has been less exploration into how these two important domains can cooperate to enhance language learning and promote multilingualism. Drawing on the extended model of language policy, this case study has investigated language teachers’ beliefs about the roles of families in facilitating students’ language learning and promoting multilingualism. Four language teachers, teaching English, French, Norwegian, and Spanish, at three different lower secondary schools in Norway, took part in this study. Data were collected through interviews including the use of researcher-generated visuals. The thematic analysis of the interviews revealed that teachers perceived home-school cooperation as challenging. For more effective cooperation between school and home to foster language learning, the teachers in this study suggested the need to acknowledge parents as facilitators, prioritise language subjects in development talks, and encourage parental engagement. The findings confirm teachers’ language beliefs and experiences impact home-school cooperation and suggest a more highlighted focus on the issue in (language) teacher education programmes.
