Teaching literacy to adult migrants in Norway. An interview study exploring teachers' reflections on professional practices

Abstract

Through an interview study, this article explores teachers’ reflections on professional practices when teaching Norwegian and literacy to adult migrants with little or no previous formal education. Data were collected from ten experienced teachers at three learning centers. The interviews were individual, based on a semi-structured interview guide and conducted on Zoom during the Covid-19 pandemic 2021–2022. The study builds on sociological and pedagogical theories of professional practices in which teaching is seen as a profession between macro and micro challenges. The curriculum for teaching Norwegian to adults is a regulation to the Integration Act, which requires teachers to contribute to an “early integration” and “a lasting connection to working life” in addition to transforming the subject content into forms that works for their group of students. Specific language requirements (CEFR B2 level) to obtain Norwegian citizenship add pressure to the teaching situation. The interview study made it possible to explore professional practices as described
by the teachers themselves, from within the profession. The analysis uses Biesta’s (2015) three purposes of education as a lens: qualification, socialization and subjectification. All teachers describe their practices as a matter of balancing between choosing and transforming content and caring for their students. They also act as bridge-builders between the adult migrants in their situation as newcomers and their situation as future citizens of Norway, thus reflecting a strong dedication to their students’ lives as adults in Norway and combining all three of Biesta’s purposes of education in their professional practices.