Agnieszka Moraczewska

• Moraczewska, Agnieszka Malgorzata & Randen, Gunhild Tveit (2024). “To make the student exist” – Bilingual Subject Teachers’ Narratives about Multilingualism in Language Support Classes in Norway. Bilingual Research Journal. ISSN 1523-5882. s. 1–15. doi: 10.1080/15235882.2024.2356579. Fulltekst i vitenarkiv Vis sammendrag

  Bilingual subject instruction, designed to facilitate the acquisition of the Norwegian language, is a support class aimed at immigrant students in primary and lower secondary Norwegian schools. This study delves into the beliefs of two Polish-Norwegian bilingual teachers regarding multilingualism in this instructional context and the factors influencing their decisions on incorporating students’ prior linguistic knowledge. Utilizing a narrative approach, the analysis of interviews reveals that both teachers perceive multilingualism as valuable for learning support and students’ social engagement. Individual variations emerge in how these teachers employ multilingual resources, reflecting a connection between their beliefs, experiences, and reported pedagogical decisions.

• Moraczewska, Agnieszka Malgorzata (2024). Pedagogical Translanguaging for Epistemic Inclusion: Scaffolding Strategies in Bilingual Subject Instruction in Norway. International Journal of Applied Linguistics. ISSN 0802-6106. s. 1–12. doi: 10.1111/ijal.12661. Fulltekst i vitenarkiv Vis sammendrag

  Bilingual subject instruction (BSI) is one form of language support classes in Norwegian schools, preparing students fromlanguage minorities for mainstream instruction by combining subject and language tutoring through the students’ homelanguage. This article examines interactions within a Polish–Norwegian classroom setting, focusing on the concept of pedagogicaltranslanguaging and scaffolding for epistemic inclusion of student resources. Grounded in the framework of translanguagingpedagogy and scaffolding techniques for student comprehension and production, the study involves a micro-analysis of recordeddyadic interactions between a bilingual teacher and three students in individual BSI classes. The findings highlight languageshifts as integral to teacher–student interactions, demonstrating the diligent use of scaffolding techniques for co-constructingknowledge. The study underscores the mediating role of translanguaging practices in supporting both content and languageknowledge, emphasizing the active integration of students’ previous knowledge and experiences for fostering epistemic inclusion

• Moraczewska, Agnieszka Malgorzata (2024). Fostering Plurilingual Competence in Norwegian Lower Secondary Schools: Cross-linguistic Awareness in Bilingual Language Support Classes. Nordic Journal of Language Teaching and Learning (NJLTL). 12(2), s. 207–221. doi: 10.46364/njltl.v12i2.1253. Fulltekst i vitenarkiv Vis sammendrag

  This article investigates the use of the home language in bilingual subject instruction in Norwegian lower secondary schools and its role in raising cross-linguistic awareness and strengthening students’ plurilingual competence. Being a transitional language support offer, bilingual subject instruction has the potential to equip students with competences needed in mainstream schooling, as well as prepare them to use their holistic linguistic repertoires according to changing circumstances and needs. The study follows a qualitative research design and introduces spoken data from three classroom contexts. The analysis features dyadic interactions between one bilingual Polish teacher and three lower secondary students with Polish heritage, recorded during individual bilingual subject instruction classes. The findings show that the teacher uses an array of practices to uncover tacit linguistic knowledge and create new links between the language systems. Simultaneously, the home language plays a crucial role in metalinguistic activity and provides the students with a base for subject knowledge and understanding. The study contributes to the field of multilingual education by highlighting the bilingual teacher’s practices that lead to metalinguistic reflection and equip students with plurilingual competence

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• Moraczewska, Agnieszka Malgorzata; Nordanger, Marte & Hansen, Pernille Bonnevie (2026). INN med språket: Norsk som andrespråk i profesjonsutdanningenes fag- og praksisfelleskap (et Såkornprosjekt). Fulltekst i vitenarkiv
• Moraczewska, Agnieszka Malgorzata (2025). Critical perspectives on positionality and reflexivity in language education research. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka Malgorzata (2023). Towards plurilingual competence in Norwegian lower secondary schools: cross-linguistic awareness in bilingual subject instruction. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka & Randen, Gunhild Tveit (2022). Læreroppfatninger om flerspråklighet i særskilt språkopplæring. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka (2022). Læreres holdninger til flerspråklighet i særskilt språkopplæring, med fokus på polske lærere i tospråklig fagopplæring. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka (2022). Researching translingualism in Norway. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka (2019). Grunnleggende litterasitet - hva vi vet, hva som er mulig og hva vi ønsker vi visste mer om. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka (2018). Potensielle vanskeområder for arabisktalende norskinnlærere. Fulltekst i vitenarkiv
• Moraczewska, Agnieszka (2018). Alfabetisering - hvordan lære analfabeter å lese og skrive? Fulltekst i vitenarkiv
• Moraczewska, Agnieszka Malgorzata; Randen, Gunhild Tveit & Nordanger, Marte (2025). Bridging language and culture: Bilingual subject instruction for Polish students in Norway. Universitet i Innlandet / University of Inland Norway. ISSN 9788283805673. Fulltekst i vitenarkiv Vis sammendrag

  Students whose home language differs from Norwegian or Sámi are entitled to language support classes aiming to facilitate their integration into mainstream education. This dissertation focuses on one such form of support: bilingual subject instruction, in which students receive content instruction in both their home language and Norwegian. The overarching aim of this article-based dissertation is to explore the perspectives of bilingual teachers involved in these classes and to examine the multilingual practices within Polish-Norwegian bilingual subject instruction classrooms in lower secondary school, with particular attention to dyadic teacher-student interactions. This study investigates the potential of bilingual subject instruction to leverage students’ existing linguistic resources for the development of Norwegian as a second language, the enhancement of subject knowledge, the support of multilingual identities, and the promotion of social inclusion. Situated within the field of multilingual education, this dissertation adopts a sociocultural perspective on language teaching and learning, informed by theoretical frameworks from bilingual education and translanguaging pedagogy. The study follows a qualitative research design, incorporating semi-structured interviews, classroom observations, and audio recordings of dyadic oral interactions. The central research question guiding this dissertation is: How can bilingual subject instruction support students’ learning of Norwegian as a second language while additionally fostering their multilingual competencies and identities? The research question is addressed through three peer-reviewed articles. Article 1 examines the beliefs of two Polish-Norwegian bilingual teachers concerning multilingualism and the factors that influence their pedagogical decisions regarding the use of students' existing linguistic resources. Article 2 focuses on the metalinguistic dimensions of classroom interaction, analysing how bilingual teachers cultivate students’ multilingual competence by fostering cross-linguistic awareness through the strategic use of Polish. Article 3 investigates pedagogical translanguaging through scaffolding techniques and teacher mediation, drawing on micro-level analyses of classroom interactions. The overall findings suggest that bilingual subject instruction represents a distinct pedagogical space in which teachers who adopt heteroglossic ideologies can implement meaningful multilingual practices. This form of support not only prepares students for the linguistic and academic demands of mainstream education but also facilitates social inclusion and affirms multilingual identity development. Furthermore, bilingual teachers emerge as key agents in operationalising support provisions and mediators between the mainstream and adapted education, navigating the intersection of personal beliefs, professional experience, and educational policy. By drawing on students’ existing knowledge and experiences and promoting epistemic inclusion, bilingual teachers help bridge the gap between the familiar and the new. This dissertation contributes to the field of multilingual education by offering a concrete example of how a multilingual approach to adapted language and content instruction can be effectively implemented in practice, and by providing guidelines for strengthening and sustaining support classes to best assist students.

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