The Language of Inclusion. An analysis of adapted language education in the Norwegian “One School for All”.

• Main Author: Mathiesen, Marit Helene Engstrøm
• Format: Master Thesis
• Language: English
• Published: 2016
• Subjects: Adapted language education (særskilt norskopplæring); Oslo; special education; minorities; integration; justice; adapted education; Norway; Verdier; sami
• Online Access: http://hdl.handle.net/10852/54549; http://urn.nb.no/URN:NBN:no-57689

Aim: The thesis takes base in the Norwegian Education Act (1998) stating “Pupils[…]who have a mother tongue other than Norwegian or Sami have the right to adapted education in Norwegian until they are sufficiently proficient in Norwegian to follow the normal instruction […]”(the Education Act 1998, §2-8). But statistics show practice of adapted language education is only partly working as the intended temporary transition solution. My aim is to explore the situations at Oslo schools, to understand reasons behind these statistics. I believe it is necessary to investigate several aspects in the education system to understand how we can provide fairness and equal opportunities in education. My aim is therefore to understand more about the daily life in Oslo schools. How management in schools act, and why they do as they do. I will also present todays and outdated political policies. Study design: The thesis has a qualitative comparative approach. Methods: The empirical data is collected through nine semi structured interviews. Some documents analysis are also conducted. Findings: My findings show that there are many factors influencing the adapted language education children might receive, and influencing the length of the individual decisions for it. I found that in schools of high percentages of linguistic minority children, the adapted language education appears as a part of the general adapted education, aimed for all children. In other schools, adapted language education is conducted more similar to special education, taking children out of the classroom. In present policies I discover a political focus on children to achieve sufficient proficient in Norwegian as soon as possible. In schools, I found a wish of making sure all children are capable of following the language development, not necessary as fast, but as good as possible. Norwegian education policies are in line with several theories accounted for, placing Norway in a universal regime (Verdier, 2009) with policies of redistribution(Minow, 2008).