Papers by Renata Emilsson Peskova
Young people and learning processes in school and everyday life, 2024
Language hierarchies, perceived and real, influence language choices and linguistic negotiations.... more Language hierarchies, perceived and real, influence language choices and linguistic negotiations. Linguistic identities are socially constructed, and they are negotiated in all learning spaces. They may silence students or give them power to express themselves and be listened to. This chapter explores linguistic repertoires and linguistic negotiations of plurilingual youth in their homes, compulsory schools, and heritage language schools. The main research question was What linguistic identities did plurilingual youth assume through their language choices and identity negotiations? In this qualitative multiple-case study, thirty in-depth semi-structured interviews with students, their parents, class teachers, and heritage language teachers were analyzed with thematic analysis. The availability of safe learning spaces and the power distances between students and their communication partners influenced how students presented themselves through language choices and how they (re)negotiated their linguistic identities. To a large extent, the youth could enjoy their plurilingual identities and assume powerful positions as plurilingual speakers.
Sociolinguistic Studies, Dec 20, 2021
Reviewed by Renata Emilsson Pesková Using ESL Students' First Language to Promote College Success... more Reviewed by Renata Emilsson Pesková Using ESL Students' First Language to Promote College Success by Andrea Parmegiani is a groundbreaking book that demonstrates how the commitment of an English professor at Bronx Community College led to a mother tongue based intervention that empowered recently immigrated Spanish-speaking students to improve their command of English for academic purposes by building on their first language. This intervention was built around a learning community, or 'small groups of students who take clusters of courses together with both the faculty and the students teaching and learning together' (Hanson and Heller, 2009:19). These clusters of courses help students make connections across disciplines through integrated learning activities such as common themes and assignments. Parmegiani linked one of the ESL courses that he taught to a Spanish college writing course for native speakers. As part of this link, he participated in the Spanish course as a participant observer and a language learner. His goal for taking this role in the Spanish class was to get a better understanding of how his students use their mother tongue for academic purposes so that he could leverage it as resource for English acquisition and college success.
Nordic studies in education, May 4, 2023
regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportuniti... more regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.
Springer international handbooks of education, 2016
Heritage language education (HLE) problematizes issues of second language studies and culturally ... more Heritage language education (HLE) problematizes issues of second language studies and culturally responsive pedagogy (Gay, 2000), as it provides some answers to the sensitive topic of quality education of students of foreign background in mainstream schools (Trifonas and Aravossitas, 2014). HLE and plurilingualism receive increased attention and recognition worldwide, especially in North America and in the European Union (Council of Europe, 2016; Cummins, 2014; García and Wei, 2014). This qualitative research paper provides insights into experiences and views of parents of foreign origin and their children who attend Icelandic compulsory schools and study their HL in a non-formal system; it presents students’ attitudes towards their developing linguistic repetoires and parents’ experience of their participation in this process, including communication and cooperation with their children’s schools. The information from the participants is situated within the context of national and local policies. The findings reveal discrepancies between official statements and parents’ and students’ needs on the one hand, and the school practices on the other hand. We argue that building on the resources of the students, their backgrounds, cultures and especially languages, promotes students’ success and that school is missing out on considerable educational opportunities. Furthermore, considering how difficult it is for parents and students of foreign origin to take an extra initiative to build bridges between their original culture and the compulsory education, the lack of schools‘ active approach to culturally responsive pedagogies and promoting students’ linguistic repertoires has significant influence on students’ social and academic outcomes in the mainstream schools.
This doctoral journey was long and meandered. I started it with my two supervisors, Prof. Hanna R... more This doctoral journey was long and meandered. I started it with my two supervisors, Prof. Hanna Ragnarsdóttir and Dr. Robert Berman, in 2013. Dr. Berman passed away in 2016. I will always be grateful to him for encouraging me to apply for doctoral studies, for his guidance in my academic writing and academic skills, for his warm humor, and his support. I am thankful to Prof. Ragnarsdóttir for her guidance through each stage of the process and for her steady support in many ways, inviting me to join the large research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic Countries in the years 2013-2015, for finding solutions to problems, and for never giving up on my progress. I am deeply thankful to Prof. Lars Anders Kulbrandstad, who became my second supervisor in 2016, for guidance, insights, and advice in his field of expertise, linguistics. Without my three supervisors, my thesis would not be the same. I also thank Prof. Birna Arnbjörnsdóttir, the third member of my committee, who joined my work at a crucial moment and gave a valuable perspective.
Handbook of Research and Practice in Heritage Language Education, 2017
Heritage language education (HLE) problematizes issues of second language studies and culturally ... more Heritage language education (HLE) problematizes issues of second language studies and culturally responsive pedagogy (Gay, 2000), as it provides some answers to the sensitive topic of quality education of students of foreign background in mainstream schools (Trifonas and Aravossitas, 2014). HLE and plurilingualism receive increased attention and recognition worldwide, especially in North America and in the European Union (Council of Europe, 2016; Cummins, 2014; García and Wei, 2014). This qualitative research paper provides insights into experiences and views of parents of foreign origin and their children who attend Icelandic compulsory schools and study their HL in a non-formal system; it presents students’ attitudes towards their developing linguistic repetoires and parents’ experience of their participation in this process, including communication and cooperation with their children’s schools. The information from the participants is situated within the context of national and local policies. The findings reveal discrepancies between official statements and parents’ and students’ needs on the one hand, and the school practices on the other hand. We argue that building on the resources of the students, their backgrounds, cultures and especially languages, promotes students’ success and that school is missing out on considerable educational opportunities. Furthermore, considering how difficult it is for parents and students of foreign origin to take an extra initiative to build bridges between their original culture and the compulsory education, the lack of schools‘ active approach to culturally responsive pedagogies and promoting students’ linguistic repertoires has significant influence on students’ social and academic outcomes in the mainstream schools.
Multicultural Education Review
Milli mála, 2022
Pedagogical approaches in language teaching:
How can teachers build on their students’ plurilingu... more Pedagogical approaches in language teaching:
How can teachers build on their students’ plurilingualism?
Plurilingualism affects students’ education, school achievement, and
wellbeing. This article describes the instructional approaches that
compulsory schoolteachers and heritage language (HL) teachers used
to draw on the linguistic repertoires of their students. The participants
of the study were five class teachers and five HL teachers who
all worked in the Greater Reykjavík Area. The research was qualitative,
and a thematic analysis was used to analyze semi-structured
interviews. The findings showed that the class teachers were generally
interested in their students’ HL languages and HL school
attendance, while their pedagogies did not respond to students’
plurilingualism. Some HL teachers had knowledge of Icelandic and
the Icelandic school system, yet their goal was their students’ development
of HL, and they applied monolingual instructional strategies.
One class teacher and one HL teacher built systematically on
their students’ plurilingualism in their teaching. This research raises
questions about the previously held views that it is primarily the role
of the school to teach students Icelandic, and the responsibility of
parents to maintain and develop HL languages. It is in the interest
of plurilingual students that their teachers assume holistic, empowering,
plurilingual approaches to teaching. This research suggests that
educators need access to relevant professional development, they need
to initiate respectful collaboration with immigrant parents, and in a
broader sense, view plurilingualism as the norm and recognize the
equal value of all languages in schools and societies.
Second Language and Mother Tongue Education for Immigrant Children in Nordic Educational Policies: Search for a Common Nordic Dimension, 2023
The purpose of this article is to investigate whether and how a common Nordic dimension underlies... more The purpose of this article is to investigate whether and how a common Nordic dimension underlies existing policies on second language (L2) and immigrant mother tongue (L1) education. Our research question was: What do policy documents in the five Nordic countries say about L2 and L1 instruction? The theoretical foundation lies in the research fields of language policies and social justice. Document analysis was used to analyze policy documents. Our results show that there is a common Nordic dimension regarding L2 and L1 instruction, demonstrated through an explicit ambition to provide opportunities for the education of immigrant students in L2 and L1. However, there are differences between the Nordic countries in their commitment to principles of social justice, and how the policies are implemented.
The CONVERSATION, 2022
Heritage language schools are grassroots organizations that maintain the languages and cultures o... more Heritage language schools are grassroots organizations that maintain the languages and cultures of immigrant communities, and offer vital community services, employment opportunities and networking to prevent social isolation. When the COVID-19 pandemic struck in early 2020, governments offered public schools financial support to ease the transition to online teaching or to cover pandemic protocols. Heritage language schools, left to their own fates, had to cope by themselves.
Selected Papers CLC5, 2020
Parents who wish their children to learn non-official languages often enroll them in heritage lan... more Parents who wish their children to learn non-official languages often enroll them in heritage language schools which operate outside of the traditional, formal, state-sponsored educational environment. These schools are typically established by immigrant parents or by community leaders who feel children are losing their language from the country of origin. Since these schools operate independently, their structure, formality, instructional quality, and teachers vary considerably. In efforts to improve language school quality, two independent organizations, the
International and Heritage Languages Organization (IHLA) in Alberta, Canada, and Móðurmál - the Association on Bilingualism (Móðurmál) in Reykjavík, Iceland, began to assist heritage language schools in their efforts, to promote the work of heritage language communities to educational authorities and to enhance the quality of language education.
While the needs of heritage language schools and teachers are somewhat known, institutional practice in the field of heritage language instruction has received little attention in research (Carreira 2014). While this statement is true of the organization of schools themselves, it is especially true of the umbrella organizations which support and guide
them. This paper uses Bronfenbrenner’s Ecological System Theory (1975) and Action Research (Hendricks 2017) to compare two umbrella language organizations on different continents and to explore how collaborative practices have enhanced learning and professionalism. In particular, IHLA and Móðurmál demonstrate how the sharing of
ideas has led to increased learning opportunities for students, professional development for teachers, international sharing and networking, the strengthening of organizational structures of umbrella language organizations, and goal-setting and planning for language policy development.
Selected Papers CLC5, 2020
This research paper presents heritage language (HL) teachers’ views of HL instruction which they ... more This research paper presents heritage language (HL) teachers’ views of HL instruction which they provide in the
Greater Reykjavík Area, Iceland. The aim of the study was to explore their professional and personal experience of teaching plurilingual students as volunteer teachers, as well as to understand their motivation. The methods were mixed and the theoretical background included research on heritage language education (Trifonas & Aravossitas 2014) and critical multiculturalism (Banks 2007), in particular the notion of empowerment (Freire 2005; Nieto 2010). Non-formal HL instruction in Iceland is mainly in the hands of Non Governmental Organizations and
volunteers and it is only provided in the most populated areas of Iceland. The importance of HL instruction is formally recognized in local and national policies in Iceland, as well as confirmed by international research, but it is not provided by formal institutions. Conclusions of this research help to understand the strong motivation of volunteer HL teachers, which is both personal and professional, and show how well they understand the complex needs of plurilingual students and their families. At the same time, the HL teachers are aware of the shortcomings of the schooling of their students with regard to promoting plurilingualism and they aim at building bridges between
students’ cultures and languages.
Renata Emilsson Peskova, Ph.D. nemi við MVS HÍ Í vor 2017 fór ég í námsferð til Edmonton, Kanada.... more Renata Emilsson Peskova, Ph.D. nemi við MVS HÍ Í vor 2017 fór ég í námsferð til Edmonton, Kanada. Ég kynntist góðu fólki í háskólanum University of Alberta, móðurmálskennurum í International and Heritage Languages Association (IHLA), en ekki síst frábaerri fjölskyldu frá Akranesi, sem býr í Edmonton, þeim Bryndísi Þórarinsdóttur og Halldóri Geir Þorgeirssyni. Við Bryndís og Halldór spjölluðum mikið um skóla heima á Íslandi og heima í Kanada, en fjölskyldan hefur mikla reynslu af kanadísku skólakerfi eftir að hafa búið í tveimum fylkjum, Ontario og Alberta. Börnin þeirra hafa samanlagt verið í tíu skólum, ekki meðtaldar leikskólar og háskóli. Þau geta ekki sagt að það hafi verið´piece of cakeén börnin hafa öll tekið nýjum breytingum vel. Aldrei vaelt eða kvartað. Bryndís og Halldór hafa lagt óendanlega vinnu í að undirbúa krakkana í hvert skipti þegar breytingar hafa verið í aðsigi. " Þannig fyrirbyggir maður að upp komi vandamál, " segir Bryndís. Af hverju Kanada? Bryndís, Halldór og fjögur börn þeirra, þau Snaer, Eik, Nói og Ilmur hafa búið í Kanada í 8 ár. Þau vildu bjóða börnunum uppá reynslu af því að búa í útlöndum, en sáu einnig viðskiptataekifaeri þar. Fyrir valinu varð Oakville í Ontario, sem er lítil borg nálaegt Toronto. Eftir að hafa gert rannsóknarvinnu á netinu og farið út og tryggt húsnaeði skoðuðu foreldrarnir skóla og völdu þá sem þeim fannst bestir fyrir börnin. Við leitina völdu þau skóla sem vaeru með ESL prógram (English as a Second Language) þar sem börnin töluðu ekki ensku. Börnin fengu undirbúning fyrir ferðina, skoðuðu allt með foreldrum á netinu, sérstaklega nýtt hverfi og skóla. Svo byrjaði aevintýrið stóra. Undirbúningur fyrir skólagöngu Sumarið áður en skólinn byrjaði var varið í að hjálpa börnum að aðlagast. Eftir voru fjölskylda og vinir á Akranesi og í Reykjavík en framundan var framtíðinn. Frá fyrsta degi eignaðist fjölskyldan vini og nágrannar buðu uppá viðburði og buðu fjölskylduna velkomna með opnum örmum. Fjölskyldan hlakkaði til að kynnast nýju fólki á nýjum stað. Fyrstu skrefin í skólanum Börnin voru á aldrinum 2-11 ára þegar fjölskyldan flutti til Oakville. Nói, Eik og Snaer fóru í 2., 4. og 7. bekk í skóla en Ilmur byrjaði í leikskóla. Tvö eldri börn fótuðu sig mjög vel í bekkjum
Heritage language education (HLE) problematizes issues of second language studies and culturally ... more Heritage language education (HLE) problematizes issues of second language studies and culturally responsive pedagogy (Gay, 2000), as it provides some answers to the sensitive topic of quality education of students of foreign background in mainstream schools (Trifonas and Aravossitas, 2014). HLE and plurilingualism receive increased attention and recognition worldwide, especially in North America and in the European Union (Council of Europe, 2016; Cummins, 2014; García and Wei, 2014). This qualitative research paper provides insights into experiences and views of parents of foreign origin and their children who attend Icelandic compulsory schools and study their HL in a non-formal system; it presents students’ attitudes towards their developing linguistic repetoires and parents’ experience of their participation in this process, including communication and cooperation with their children’s schools. The information from the participants is situated within the context of national and local policies. The findings reveal discrepancies between official statements and parents’ and students’ needs on the one hand, and the school practices on the other hand. We argue that building on the resources of the students, their backgrounds, cultures and especially languages, promotes students’ success and that school is missing out on considerable educational opportunities. Furthermore, considering how difficult it is for parents and students of foreign origin to take an extra initiative to build bridges between their original culture and the compulsory education, the lack of schools‘ active approach to culturally responsive pedagogies and promoting students’ linguistic repertoires has significant influence on students’ social and academic outcomes in the mainstream schools.
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Papers by Renata Emilsson Peskova
How can teachers build on their students’ plurilingualism?
Plurilingualism affects students’ education, school achievement, and
wellbeing. This article describes the instructional approaches that
compulsory schoolteachers and heritage language (HL) teachers used
to draw on the linguistic repertoires of their students. The participants
of the study were five class teachers and five HL teachers who
all worked in the Greater Reykjavík Area. The research was qualitative,
and a thematic analysis was used to analyze semi-structured
interviews. The findings showed that the class teachers were generally
interested in their students’ HL languages and HL school
attendance, while their pedagogies did not respond to students’
plurilingualism. Some HL teachers had knowledge of Icelandic and
the Icelandic school system, yet their goal was their students’ development
of HL, and they applied monolingual instructional strategies.
One class teacher and one HL teacher built systematically on
their students’ plurilingualism in their teaching. This research raises
questions about the previously held views that it is primarily the role
of the school to teach students Icelandic, and the responsibility of
parents to maintain and develop HL languages. It is in the interest
of plurilingual students that their teachers assume holistic, empowering,
plurilingual approaches to teaching. This research suggests that
educators need access to relevant professional development, they need
to initiate respectful collaboration with immigrant parents, and in a
broader sense, view plurilingualism as the norm and recognize the
equal value of all languages in schools and societies.
International and Heritage Languages Organization (IHLA) in Alberta, Canada, and Móðurmál - the Association on Bilingualism (Móðurmál) in Reykjavík, Iceland, began to assist heritage language schools in their efforts, to promote the work of heritage language communities to educational authorities and to enhance the quality of language education.
While the needs of heritage language schools and teachers are somewhat known, institutional practice in the field of heritage language instruction has received little attention in research (Carreira 2014). While this statement is true of the organization of schools themselves, it is especially true of the umbrella organizations which support and guide
them. This paper uses Bronfenbrenner’s Ecological System Theory (1975) and Action Research (Hendricks 2017) to compare two umbrella language organizations on different continents and to explore how collaborative practices have enhanced learning and professionalism. In particular, IHLA and Móðurmál demonstrate how the sharing of
ideas has led to increased learning opportunities for students, professional development for teachers, international sharing and networking, the strengthening of organizational structures of umbrella language organizations, and goal-setting and planning for language policy development.
Greater Reykjavík Area, Iceland. The aim of the study was to explore their professional and personal experience of teaching plurilingual students as volunteer teachers, as well as to understand their motivation. The methods were mixed and the theoretical background included research on heritage language education (Trifonas & Aravossitas 2014) and critical multiculturalism (Banks 2007), in particular the notion of empowerment (Freire 2005; Nieto 2010). Non-formal HL instruction in Iceland is mainly in the hands of Non Governmental Organizations and
volunteers and it is only provided in the most populated areas of Iceland. The importance of HL instruction is formally recognized in local and national policies in Iceland, as well as confirmed by international research, but it is not provided by formal institutions. Conclusions of this research help to understand the strong motivation of volunteer HL teachers, which is both personal and professional, and show how well they understand the complex needs of plurilingual students and their families. At the same time, the HL teachers are aware of the shortcomings of the schooling of their students with regard to promoting plurilingualism and they aim at building bridges between
students’ cultures and languages.
How can teachers build on their students’ plurilingualism?
Plurilingualism affects students’ education, school achievement, and
wellbeing. This article describes the instructional approaches that
compulsory schoolteachers and heritage language (HL) teachers used
to draw on the linguistic repertoires of their students. The participants
of the study were five class teachers and five HL teachers who
all worked in the Greater Reykjavík Area. The research was qualitative,
and a thematic analysis was used to analyze semi-structured
interviews. The findings showed that the class teachers were generally
interested in their students’ HL languages and HL school
attendance, while their pedagogies did not respond to students’
plurilingualism. Some HL teachers had knowledge of Icelandic and
the Icelandic school system, yet their goal was their students’ development
of HL, and they applied monolingual instructional strategies.
One class teacher and one HL teacher built systematically on
their students’ plurilingualism in their teaching. This research raises
questions about the previously held views that it is primarily the role
of the school to teach students Icelandic, and the responsibility of
parents to maintain and develop HL languages. It is in the interest
of plurilingual students that their teachers assume holistic, empowering,
plurilingual approaches to teaching. This research suggests that
educators need access to relevant professional development, they need
to initiate respectful collaboration with immigrant parents, and in a
broader sense, view plurilingualism as the norm and recognize the
equal value of all languages in schools and societies.
International and Heritage Languages Organization (IHLA) in Alberta, Canada, and Móðurmál - the Association on Bilingualism (Móðurmál) in Reykjavík, Iceland, began to assist heritage language schools in their efforts, to promote the work of heritage language communities to educational authorities and to enhance the quality of language education.
While the needs of heritage language schools and teachers are somewhat known, institutional practice in the field of heritage language instruction has received little attention in research (Carreira 2014). While this statement is true of the organization of schools themselves, it is especially true of the umbrella organizations which support and guide
them. This paper uses Bronfenbrenner’s Ecological System Theory (1975) and Action Research (Hendricks 2017) to compare two umbrella language organizations on different continents and to explore how collaborative practices have enhanced learning and professionalism. In particular, IHLA and Móðurmál demonstrate how the sharing of
ideas has led to increased learning opportunities for students, professional development for teachers, international sharing and networking, the strengthening of organizational structures of umbrella language organizations, and goal-setting and planning for language policy development.
Greater Reykjavík Area, Iceland. The aim of the study was to explore their professional and personal experience of teaching plurilingual students as volunteer teachers, as well as to understand their motivation. The methods were mixed and the theoretical background included research on heritage language education (Trifonas & Aravossitas 2014) and critical multiculturalism (Banks 2007), in particular the notion of empowerment (Freire 2005; Nieto 2010). Non-formal HL instruction in Iceland is mainly in the hands of Non Governmental Organizations and
volunteers and it is only provided in the most populated areas of Iceland. The importance of HL instruction is formally recognized in local and national policies in Iceland, as well as confirmed by international research, but it is not provided by formal institutions. Conclusions of this research help to understand the strong motivation of volunteer HL teachers, which is both personal and professional, and show how well they understand the complex needs of plurilingual students and their families. At the same time, the HL teachers are aware of the shortcomings of the schooling of their students with regard to promoting plurilingualism and they aim at building bridges between
students’ cultures and languages.