Teachers' beliefs and experiences regarding collaboration across language subjects.
In schools worldwide, there are increasing expectations for teacher collaboration across subjects. However, despite the potential benefits for students and teachers of viewing language subjects as interrelated, limited research has explored how meaningful collaboration across different language subj...
| Publicado en: | Journal of Multilingual & Multicultural Development Vol. 47; no. 2; pp. 1055 - 1071 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=191985001&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 191985001 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01434632 41M jtl: Journal of Multilingual & Multicultural Development issn: 01434632 maglogo: N pubinfo: dt: Mar2026 vid: 47 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 191985001 10.1080/01434632.2024.2413443 ppf: 1055 ppct: 16 formats: tig: atl: Teachers' beliefs and experiences regarding collaboration across language subjects. aug: au: Haukås, Åsta Drange, Eli-Marie Danbolt affil: Department of Foreign Languages, University of Bergen, Bergen, Norway Department of Foreign Languages and Translation, University of Agder, Kristiansand, Norway su: Language teachers Belief & doubt Secondary schools Language awareness Social support sug: subj: Language teachers Belief & doubt Secondary schools Language awareness Social support keyword: cross-linguistic collaboration focus group language subjects Teacher collaboration teachers' beliefs ab: In schools worldwide, there are increasing expectations for teacher collaboration across subjects. However, despite the potential benefits for students and teachers of viewing language subjects as interrelated, limited research has explored how meaningful collaboration across different language subjects can be undertaken. Addressing this gap, this study investigates language teachers' experiences with and perspectives on collaboration across language subjects. Data were generated from focus group discussions with teachers of Norwegian, English, French, German, and Spanish in four Norwegian secondary schools and analysed through reflexive thematic analysis. The analysis revealed that teachers had limited prior experience in this area but recognised several potential benefits, such as increased language awareness and a more holistic understanding of languages. However, teachers' suggestions for collaboration mainly focused on sharing ideas and coordinating tasks, whereas deeper forms of joint work are likely necessary to achieve lasting learning effects. Moreover, teachers lacked knowledge of each other's subject curricula, whereas a crucial starting point for effective collaboration would be for teachers to become familiar with the contents of all language subject curricula in school. Finally, the analysis suggests that effective collaboration requires active leadership support to address practical challenges and develop a shared understanding of what collaboration may entail. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2026 holdings: @attributes: islocal: N |
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