Thinking, Practicing and Living Plurilingualism
KapitolaCo-constructing positionalities, shared understandings, and emotional responses towards cross-linguistic mediation in Icelandic primary classrooms: Methodological considerations of a plurilingual research team
Rok vydání: 2026https://doi.org/10.5817/CZ.MUNI.M280-0880-2026-13
Abstrakt
This reflective study emerged from collaborative research conducted in two primary schools in Reykjavik in March 2025. Classroom observations and conversations with teachers and students prompted an inquiry into how a plurilingual research team developed shared un-
derstandings of cross-linguistic mediation through reflection on positionality and emotional responses.
The study is grounded in a social constructivist perspective and views knowledge as the result of shared meaning-making through dialogue, interaction, and reflection. These processes are shaped by the researchers’ geo-linguistic repertoires, academic positions, and emotional engagement.
Methodologically, the research followed a self-study approach that combined reflective prac-
tice and critical dialogue. The process unfolded in four iterative phases: joint reflections after classroom observations, individual reflections on theoretical, methodological, and geo-linguistic backgrounds, transcript analysis focusing on positionality, meaning-making, and emotional mediation, and meta-reflections on the collaborative research process.
The findings show that working in multilingual primary classrooms prompted researchers to reflect differently on their roles as insiders or outsiders within Icelandic school culture and on their own linguistic backgrounds. These reflections actively shaped how classroom interactions were interpreted.
Overall, the study demonstrates that plurilingual and multicultural research teams constitute a valuable resource for multilingual education research. Diverse perspectives and experiences deepen understanding of classroom practices and highlight the importance of reflexivity and collaborative dialogue, particularly in teacher education.
Reference
Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13(4), 544–559. https://doi.org/10.46743/2160-3715/2008.1573
Cushner, K., McClelland, A., & Safford, P. (2009). Human diversity in education: An integrative approach (6th ed.). McGraw-Hill.
Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment. Companion volume. Council of Europe. https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Emilsson Peskova, R. (2021). School experience of plurilingual children: A multiple case study from Iceland [Doctoral dissertation, University of Iceland]. Opin vísindi. https://opinvisindi.is/handle/20.500.11815/2648
Emilsson Peskova, R. (2022). Kennsluaðferðir og nálganir í tungumálakennslu: Hvernig geta kennarar byggt á fjöltyngi nemenda? [Pedagogical approaches in language teaching: How can teachers build on their students’ plurilingualism?]. Milli mála, 2022(1), 45–66. https://millimala.hi.is/wp-content/uploads/2022/12/2022-1-3.Renata-Emilsson-Peskova.pdf https://doi.org/10.33112/millimala.14.1.3
Farrell, T. S. C. (2024). Reflective practice for language teachers. British Council. https://www.teachingenglish.org.uk/sites/teacheng/files/2024-03/Farrell_Reflective_Practice_Final.pdf ; https://doi.org/10.1017/9781009423250
Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.; M. B. Ramos, Trans.; D. Macedo, Foreword). Continuum. (Original work published 1970). https://files.libcom.org/files/Paulo%20Freire,%20Myra%20Bergman%20Ramos,%20Donaldo%20Macedo%20-%20Pedagogy%20of%20the%20Oppressed,%2030th%20Anniversary%20Edition%20(2000,%20Bloomsbury%20Academic).pdf
Gee, J. P., & Gee, J. (2007). Social linguistics and literacies: Ideology in discourses (3rd ed.). Routledge. https://doi.org/10.4324/9780203944806
Gogolin, I. (2021). Multilingualism: A threat to public education or a resource in public education? – European histories and realities. European Educational Research Journal, 20(3), 297–310. https://doi.org/10.1177/1474904120981507
Gunnþórsdóttir, H., Barillé, S., & Meckl, M. (2018). The education of students with immigrant background in Iceland: Parents’ and teachers’ voices. Scandinavian Journal of Educational Research, 63(4), 605–616. https://doi.org/10.1080/00313831.2017.1415966
Krippendorff, K. (2018). Content analysis: An introduction to its methodology (4th ed.). Sage. https://doi.org/10.4135/9781071878781
North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR) (Research report). Council of Europe. https://rm.coe.int/168073ff31 ; https://doi.org/10.1017/S0261444816000100
Ólafsdóttir, S., & Sigurðsson, B. (2017). Hnignandi frammistaða íslenskra nemenda í lesskilningshluta PISA frá 2000 til 2015: Leiðir til að snúa þróuninni við [Icelandic learners’ declining performance on the PISA reading literacy test from 2000 to 2015: Suggestions for effective approaches to reverse the deterioration]. Netla – Veftímarit um uppeldi og menntun. Menntavísindasvið Háskóla Íslands. http://netla.hi.is/greinar/2017/ryn/16.pdf ; https://doi.org/10.24270/netla.2017.16
Piccardo, E. (2018). Plurilingualism: Vision, conceptualization, and practices. In P. P. Trifonas & T. Aravossitas (Eds.), Handbook of research and practice in heritage language education (pp. 207–226). Springer International Publishing. https://doi.org/10.1007/978-3-319-44694-3_47
Stathopoulou, M., Vassallo Gauci, P., Liontou, M., & Melo-Pfeifer, S. (2023). Mediation in teaching, learning & assessment (METLA): A teaching guide for language educators. Council of Europe. https://www.ecml.at/Portals/1/documents/ECML-resources/METLA-teaching-guide-EN.pdf
Zydney, J. M. (2012). Creating a community of inquiry in online environments. Computers & Education, 58(1), 77–87. https://doi.org/10.1016/j.compedu.2011.07.012