Abstract

While Norwegian educational policy documents construct an overarching role for the teacher as the main party responsible for inclusion in the parent-school cooperation, there are conflicts in the associated discourses on language and inclusion. This can lead to uncertainties in terms of the teachers’ responsibilities for inclusion in the parent-teacher interaction. This paper considers some of the constraints and ambivalences experienced by teachers in multilingual contexts, and more precisely investigates the subject positions made available through political and societal discourses and locally emerging teacher discourses. Examining parent-teacher interaction in both online and offline contexts, the study is guided by the following research question: How do Norwegian teachers construct their roles and responsibilities for inclusive language practices with parents who have Norwegian as an additional language? The analysis shows that the teachers’ values concerning inclusive practices open up for an asset-orientation towards multilingualism. However, the potentials of these discourses of ideals are curbed by monolingual ideologies due to the lack of awareness, and of material, institutional and relational support. These constraints seem to be more prominent in the digitally mediated interaction than in face-to-face meetings, which deserves our attention as we know that parent-school interaction increasingly takes place via digital channels.

摘要

虽然挪威的教育政策文件将教师作为参与家校合作的主要责任方构建了总体角色，但相关的语言和包容性论述却存在冲突。这可能导致教师参与家长与教师互动的责任不确定。本文考虑了教师在多语言环境中经历的一些限制和矛盾心理，并更精确地调查了通过政治和社会话语以及当地新兴的教师话语所提供的主体立场。该研究以以下研究问题为指导，考察了线上和线下环境下的家长与教师的互动：挪威教师如何与以挪威语作为额外语言的家长一起构建包容性语言实践的角色和责任？分析表明，教师关于包容性实践的价值观开启了以资产为导向的多语言教育。然而，由于缺乏意识、物质、制度和关系支持，这些理想话语的潜力受到单一语言意识形态的限制。这些限制在数字媒介互动中似乎比面对面会议更为突出，这一点值得我们关注，因为我们知道家长与学校的互动越来越多地通过数字渠道进行。