*ENGLISH BELOW*

Jeg har gleden av å dele min nyeste artikkel, skrevet sammen med min kollega og venn Marianne Eek, førsteamanuensis ved Universitetet i Innlandet. Artikkelen heter Fra teori til praksis: Lærerstudenters møte med språklig mangfold i norsk grunnskole. Den handler om lærerstudenters erfaringer med flerspråklige elever under praksisperioden i norske grunnskoler. Studien viser at selv om lærerstudentene har noe kunnskap om flerkulturell pedagogikk og kulturelt ansvarlig didaktikk, mangler de ofte relevant støtte i løpet av praksisperioden. Dette kan blant annet skyldes at flerkulturell pedagogikk og undervisningsstrategier for flerspråklige elever i liten grad blir tematisert i praksisopplæringen. Studien bidrar med ny innsikt i hvordan lærerstudenters erfaringer kan synliggjøre spenninger mellom idealer om mangfold og de monokulturelle strukturene som fortsatt preger lærerutdanningens praksisfelt.

Artikkelen er publisert som åpen tilgang.

I am delighted to announce the publication of my latest article, which I have written together with my colleague and friend Marianne Eek, associate professor from the University of Inland Norway. The title of the article is From theory to practice: Student teachers’ encounters with linguistic diversity in Norwegian schools. Our article contributes to the growing body of research on multicultural education in Norway.

The study investigates how Norwegian student teachers perceive and employ pedagogical strategies when working with plurilingual pupils (children who have moved to Norway from their home countries during their schooling). Drawing on multicultural education theory and critical multiculturalism, the article highlights both the opportunities and challenges faced by future teachers in increasingly diverse classrooms.

The article is written in Norwegian. Here is the summary of our main findings:

• Student teachers report some awareness of strategies such as content integration and adopting a resource-oriented perspective on pupils’ languages and cultures.
• Despite this, many feel they lack sufficient support during on-site training, leaving them underprepared to meet the needs of plurilingual pupils.
• The findings suggest that the Norwegian education system continues to be shaped by monocultural ideologies, limiting the integration of multicultural educational approaches in practice.
• The study underscores the importance of teacher education programmes that prepare future educators to act as critical agents of change in culturally and linguistically diverse schools.