Teaching English in Linguistically Diverse Classrooms in Norway: Teachers' Beliefs, Practices, and Needs in Multilingual Education

This chapter discusses the implications for multilingual pedagogical practices in multilingual classrooms at a linguistically and culturally diverse school (grades 4-7) in Norway. Drawing on interviews with language teachers (n=5), the chapter explores teachers’ beliefs about multilingualism, their backgrounds, experiences, goals, and needs in multilingual education, as well as their self-reported classroom practices. On a broader scope, it tackles the question of what teachers in Norway need to know and be able to do in order to foster multilingual pedagogical approaches in the teaching of English as an additional language and to make the multilingual and multicultural learning space more effective.