Mari Johanne Wikhaug Andersen

Norwegian version of this page Department of Languages, Literature and Culture

Press photo

Norwegian version of this page Position

Assistant Professor

Contact

mari.j.andersen@hiof.no

Study place

Halden

Office nr.

Academic interests

Norwegian as a second language
Multilingualism in the classroom
Languages in vocational education and training (VET)
Education and language policy
Teacher agency
Language attitudes
Teachers' and students' perspectives in multilingual and multicultural classrooms
Multilingual pedagogies (incl. translanguaging)
The school subject Norwegian

Courses taught

LUMNOR40417 Fleirspråklegheit (Vår 2024)
LUMNOR40217 Vitskapsteori og forskingsmetode (Vår 2024)
LNOR10217 Grammatikk, skriveopplæring og elevtekster (Vår 2024)
Andrespråkspedagogikk 1.-10., fordypning
SFB12808 Norwegian as a Foreign Language I (Vår 2024)
SFB12908 Norwegian as a Foreign Language II (Vår 2024)

Background

PhD Fellow at MultiLing – Center for Multilingualism in Society across the Lifespan (CoE) (2020-). Doctoral project: Multilingualism in mainstream Norwegian vocational education.
Research Assistant at MultiLing (2019-2020)
Upper secondary school teacher, general studies and vocational education programs (2014-2019)
MA in Scandinavian Linguistics, University of Oslo (2014). MA Thesis: "Nynorsk är svårt att förstå. Jag tycker mer om gammelnorsk." Svensker i Oslo og den norske talemålsvariasjonen.

My PhD project concerned the role of and space for multilingualism in mainstream vocational education in Norway. I adopted a linguistic-ethnographic methodology, and drew on an extensive data material (including, but not limited to, observations, interviews and policy documents), in my analyses in order to highlight vocational teachers' and their students' experiences related to multilingualism in vocational education. Central theoretical lenses included language ideologies (e.g. monolingual ideology, elite multilingualism, Anglonormativity), teacher agency and policy enactment. The doctoral project was completed in the spring of 2024, and the first and second article are published and Open Access.

Research groups

LingVib

Andersen, Mari J. Wikhaug (2024). Vocational teachers as policy actors: “Multilingualism as a resource” in Norwegian vocational education. Apples - Journal of Applied Language Studies. ISSN 1457-9863. 18(1), p. 135–157. doi: 10.47862/apples.136338.
Andersen, Mari J. Wikhaug (2023). Between a rock and a hard place: On multilingualism and teacher agency in Norwegian vocational education. Acta Didactica Norden (ADNO). ISSN 2535-8219. 17(3). doi: 10.5617/adno.9841. Full text in Research Archive Show summary
The article explores how Norwegian vocational subject teachers respond to language-related dilemmas in their teaching of mainstream vocational classes, specifically related to students’ multilingualism. I investigate which languages vocational teachers allow space for in their classrooms, and what their language-related decisions reveal about their experienced space for agency (Priestley et al., 2015). The data material consists of teacher interviews gathered through linguistic-ethnographic fieldwork conducted in a Norwegian upper secondary school in 2020–2021. I analyse selected excerpts using Jaffe’s (2009) (meta)sociolinguistic stance. The teachers establish and maintain Norwegian-speaking classrooms – expressions of and contributions to reproduction of a monolingual ideology (Iversen, 2021b; Ortega, 2019; Woolard, 2020). The teachers report allowing space for English more often than other languages, and I argue that this is an expression of an elite multilingual ideology (Barakos & Selleck, 2019; Nørreby, 2020). The article shows how vocational teachers’ stances provide insight into their experienced space for agency. This space is not only shaped by the institutional, practical, social and material environment, but also by the teachers’ habitus and visualisations of the future. For instance, factors related to students’ future professional lives and social considerations in the student group play into the teachers’ decisions. I argue that language ideological conditions – in the educational and professional realms – contribute to shaping the teachers’ space for agency. The teachers do have space for agency, and they exhibit agency in their professional practice. However, the teachers’ language-related decisions are not just theirs, but also products of the institutional structure that they work within.

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Andersen, Mari J. Wikhaug (2024). Anglonormativitet og «allmenndannelse» på yrkesfag: Usynliggjøring av andrespråkselevers utfordringer med engelsk utenfor engelskfaget .
Tonne, Ingebjørg; Onnis, Luca; Rodina, Yulia; Andersen, Mari J. Wikhaug; Steien, Guri Bordal & Gudmundsen, Jenny [Show all 13 contributors for this article] (2023). Multilingual/second language acquisition and learning across the lifespan.
Andersen, Mari J. Wikhaug (2023). Multilingualism in Norwegian mainstream vocational education: Language ideologies, policy, and the role of the teacher.
Andersen, Mari J. Wikhaug (2023). Flerspråklighet i den ordinære yrkesopplæringa.
Andersen, Mari J. Wikhaug (2023). Teaching hairdressing using English materials in a linguistically diverse VET classroom in Norway: Evaluating a digital learning platform .
Andersen, Mari J. Wikhaug (2023). "Solid form, diagonal forward line": En engelskspråklig digital læringsressurs som støtte og utfordring i en språklig heterogen yrkesfagklasse.
Andersen, Mari J. Wikhaug (2022). Powerful and powerless teachers: Multilingualism and policy enactment in mainstream vocational education in Norway .
Andersen, Mari J. Wikhaug (2022). Multilingualism in Norwegian vocational education: Policy idealism vs. teachers’ realism?
Andersen, Mari J. Wikhaug (2022). Å undervise mellom barken og veden: Lærerperspektiver på flerspråklighet.
Andersen, Mari J. Wikhaug (2022). Språklig og strukturell (av)makt: Lærerperspektiver på flerspråklighet i yrkesfagene .
Andersen, Mari J. Wikhaug (2022). Yrkesfaglærere mellom barken og veden: En realitetsorientering om flerspråklighet i skolen.
Andersen, Mari J. Wikhaug (2022). Språklig makt og strukturell avmakt i yrkesfagene.
Andersen, Mari J. Wikhaug (2022). "Det er ikke så lett å forklare det, for de skjønner ikke den der vanlige norsken heller": On teaching specialized vocational subject matter to newly arrived students.
Andersen, Mari J. Wikhaug (2022). Å undervise mellom barken og veden: Lærerperspektiver på flerspråklighet i yrkesfagene .
Andersen, Mari Johanne Wikhaug (2021). Yrkesfaglæreres oppfatninger om flerspråklighet.
Andersen, Mari J. Wikhaug (2021). "We speak Norwegian in the classroom": Teachers' beliefs and monolingual practices in mainstream vocational classes.
Andersen, Mari J. Wikhaug (2021). Multilingual students, mainly monolingual classroom: Beliefs and practices of a vocational program subject teacher.
Andersen, Mari J. Wikhaug (2020). Exploring multilingualism in mainstream vocational classes (during a pandemic) – access, methods and pilot data.
Andersen, Mari J. Wikhaug (2016). Unge svenskers møte med den norske talemålsvariasjonen. Språk i Norden. ISSN 2246-1701. p. 89–99.
Andersen, Mari J. Wikhaug (2014). «Nynorsk är svårt att förstå. Jag tycker mer om gammelnorsk.» Svensker i Oslo og den norske talemålsvariasjonen.
Andersen, Mari J. Wikhaug (2014). "Nynorsk är svårt att förstå. Jag tycker mer om gammelnorsk". Svensker i Oslo og den norske talemålsvariasjonen. Universitetet i Oslo.

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Published Nov. 17, 2023 3:10 PM - Last modified June 14, 2024 7:15 PM