Vilje, men manglende handlingskraft - skolelederes forståelse av tospråklige faglæreres plass i skolens læringsfellesskap
DOI:
https://doi.org/10.5617/adno.4334Abstract
Artikkelen undersøker hvilken verdi skoleledere tillegger tospråklig fagopplæring og hvilken betydning dette har for tospråklige faglæreres deltakelse i skolens læringsfellesskap. Minoritetsspråklige elever har, ved behov, rett til tospråklig fagopplæring av lærere som behersker elevenes førstespråk. Tidligere undersøkelser viser at tospråklige faglærere i liten grad får mulighet til å bidra i planleggingen av læringsarbeidet i skolen og at samarbeid mellom tospråklige faglærere og klasselærere er mangelfullt eller ikke-eksisterende. Vi finner det verdifullt å undersøke skolelederes engasjement innenfor dette feltet. Artikkelen er basert på en studie som ser på sammenhengen mellom skolelederes kunnskap om og forståelse for skolens tospråklige fagopplæring og deres tilretteleggelse for de tospråklige faglæreres deltakelse i skolens kollektive læringsfellesskap. Studien er gjennomført i en stor norsk kommune i Sør-Norge, og det er foretatt intervjuer med kommunens skolesjef, rektor for kommunens tospråklige faglærere og de ungdomsskolerektorene som oppga at de hadde tospråklige faglærere. Undersøkelsen viser at skolelederne vier tospråklig fagopplæring lite oppmerksomhet og at det er dårlig samsvar mellom uttalte verdier og bruksverdier, altså mellom det skoleledere sier de er opptatt av og det de faktisk viser i praksis. Det er mye som tyder på at både skoleeier og skoleledere kan utnytte ressursene til tospråklig fagopplæring langt bedre dersom dette arbeidet gis større prioritet i kommunen og på skolene.
Nøkkelord: læringsfellesskap, organisasjonskultur, skoleledelse, tospråklige faglærere, verdier
Abstract
This article examines what value principals ascribe bilingual instruction and what impact this has on bilingual teachers’ participation in the schools’ learning community. Immigrant students have, if needed, the right to bilingual instruction by teachers who speak the pupils' first language. Previous studies show that bilingual teachers seldom are given the opportunity to participate in the planning of learning activities in schools and that cooperation between bilingual teachers and classroom teachers is inadequate or non-existent. We find it worthwhile to examine school managers' commitment in this field. This article draws on a study that examines the relationship between school leaders’ knowledge and understanding of the school's bilingual subject teaching and their ability to facilitate the bilingual teachers’ participation in the school’s collective learning community. The study was conducted in a large municipality in southern Norway, and we did interviews with the municipality’s school commissioner, the principal of the municipal bilingual teachers and all the secondary school principals who stated that they had bilingual teachers in their staff. The data show that school leaders devote little attention to bilingual teaching and that there is a mismatch between espoused values and values in use, i.e. between what the school leaders say are their concerns and priorities and what they actually do in practice. The findings suggest that both school owners and school leaders can make better use of the resources for bilingual instruction if this work is given greater priority in the municipality and in schools.
Keywords: learning community, organizational culture, bilingual teachers, values
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