Jonas Yassin Iversen

• Iversen, Jonas Yassin; Faldet, Ann-Cathrin; Skrefsrud, Thor Andre & Somby, Hege Merete (2026). Conceptualising ‘Learning Barriers’ in Educational Research: A Scientific Concept Analysis. International Journal of Inclusive Education. ISSN 1360-3116. doi: 10.1080/13603116.2026.2747818. Fulltekst i vitenarkiv Vis sammendrag

  Researchers need accurate and appropriate terminology to appropriately analyse the continuous marginalisation of substantial groups of the student population, as well as the resulting reproduction of social inequalities. In the present article, we therefore propose that researchers should distinguish between personal pathologies as ‘learning disabilities’ and environmental hindrances as ‘learning barriers’. However, it is also necessary to investigate whether such a distinction can be supported by the current definition and application of the term ‘learning barrier’ in the existing research. Hence, we investigate the following research question: How is the concept of ‘learning barriers’ conceptualised in international educational research? This research question is investigated through a scientific concept analysis in the form of a systematic review of 40 scientific journal articles published between 1990 and 2020 that were written in Danish, English, and Swedish. This analysis shows that 40% of the articles contain a conceptualisation of learning barriers that emphasises structural factors outside the learner, 37.5% emphasise an interaction between internal and external factors, and 22.5% emphasise individual factors within the learner. As a result, we argue that there is support from international research for distinguishing learning barriers from the learning difficulties associated with personal predispositions.

• Siekkinen, Frida & Iversen, Jonas Yassin (2026). Linguistic Conditions of Possibility in Swedish Teacher Education. I Borg, Anna-Lena; Fransson, Helene & Peskova, Renata Emilsson (Red.), Educational Transitions for Marginalized, Multilingual and Migrant Youth: Northern European Perspectives. Palgrave Macmillan. ISSN 9783032187345. doi: https:/link.springer.com/book/9783032187345. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Faldet, Ann-Cathrin & Skrefsrud, Thor Andre (2026). Skogfinske temaer i skolen: Skogfinske læreres perspektiver. Nordisk tidsskrift for utdanning og praksis. 20(1), s. 106–121. doi: 10.23865/up.v20.7510. Fulltekst i vitenarkiv Vis sammendrag

  Skogfinner er én av Norges fem nasjonale minoriteter, og læreplanverket slår fast at alle elever skal lære om dem. Likevel viser undersøkelser at kunnskapsnivået om skogfinner i befolkningen er lavt. Artikkelen undersøker derfor problemstillingen: Hva mener skogfinske lærere bør vektlegges i undervisning i skogfinske temaer i skolen? Gjennom seks kvalitative intervjuer med ti lærere analyseres deres perspektiver med utgangspunkt i fire didaktiske tilnærminger: å lære om, av, til og for. Lærerne uttrykker et sterkt ønske om at skolen skal bidra til å synliggjøre skogfinsk kultur og historie, og motvirke den usynliggjøringen de selv har erfart. Flere mener at undervisning i skogfinske temaer ikke bare gir kunnskap om en nasjonal minoritet, men også kan fremme toleranse, respekt for mangfold og bevissthet om naturens tålegrenser. Noen peker på at slik undervisning kan være særlig viktig for skogfinske elever, ved å styrke deres identitet og gi dem stolthet over egen bakgrunn. Artikkelen avslutter med å drøfte funnene i lys av tidligere forskning, og argumenterer for at skogfinske temaer har en naturlig og viktig plass i dagens skole, både som del av mangfoldsundervisning og som identitetsskapende læring.

• Iversen, Jonas Yassin (2025). Policies, conditions and student experiences in Arabic and Sámi heritage language education. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–15. doi: 10.1080/00313831.2025.2600956. Fulltekst i vitenarkiv Vis sammendrag

  Heritage language (HL) education is offered in different forms by all Scandinavian public education systems. In addition, community-based complementary schools offering HL education are available across Scandinavia. The current article uses Norway as an example while investigating the following research questions: How do language policies in education influence the conditions for Arabic and Sámi HL education, and what consequences can these conditions have for students’ experiences? These research questions were investigated through ten weeks of ethnographic fieldwork in Sámi HL education in public schools and in a complementary weekend school offering Arabic HL education in a Norwegian city. The analysis demonstrates how both Arabic and Sámi HL education are marginalised forms of education. Nevertheless, the Sámi HL students reported experiencing encouragement from peers and pride in their heritage, while the Arabic HL students reported keeping their HL education secret from their peers in mainstream schools.

• Warren, Anne Reath; Iversen, Jonas Yassin & Straszer, Boglárka (2025). Setting the scene: Teacher education for linguistically diverse classrooms in the Nordic region. I Warren, Anne Reath; Iversen, Jonas Yassin & Straszer, Boglárka (Red.), Teacher education for working in linguistically diverse classrooms: Nordic perspectives. Language Science Press. ISSN 9783985541362. s. 1–30. doi: 10.5281/zenodo.15280893. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Thomassen, Wenche Elisabeth & Fylkesnes, Sandra (2025). Norwegian pre-service teachers’ orientations, knowledge and skills regarding multilingualism. I Warren, Anne Reath; Iversen, Jonas Yassin & Straszer, Boglárka (Red.), Teacher education for working in linguistically diverse classrooms: Nordic perspectives. Language Science Press. ISSN 9783985541362. s. 127–149. doi: 10.5281/zenodo.15280903. Fulltekst i vitenarkiv Vis sammendrag

  In this chapter, we investigate 106 Norwegian pre-service teachers’ views and experience with multilingualism from different stages of their teacher education and from four different teacher education institutions. The data were collected as part of three recent doctoral studies (Fylkesnes 2019, Iversen 2020, Thomassen 2021) and consist primarily of focus group and individual interviews. Drawing on Lucas & Villegas’ (2011, 2013) framework for preparing linguistically responsive teachers, we focus our analytical attention on what orientations, knowledge and skills the pre-service teachers demonstrate. Our analysis indicates that pre-service teachers generally have the fundamental orientations necessary for linguistically responsive teaching, yet they seem to lack the necessary pedagogical knowledge and skills needed to enact these orientations in their teaching. Based on our findings, we argue that Norwegian teacher education needs to put greater emphasis on developing pre-service teachers’ pedagogical knowledge and skills if they are to enact linguistically responsive teaching.

• Amro, Lana & Iversen, Jonas Yassin (2025). Translanguaging in transnational digital Arabic heritage language education. European Educational Research Journal. s. 1–21. doi: 10.1177/14749041241311958. Fulltekst i vitenarkiv Vis sammendrag

  Due to globalisation and migration, the Arabic-speaking population in Europe has rapidly increased over the past few decades. To maintain the Arabic language, children across Europe attend community-based heritage language education. With the development of new communication technologies, digital Arabic heritage language education is gaining popularity. Although previous research from community-based Arabic heritage language education in physical educational settings indicate that some translanguaging is taking place, little is known about how the digital setting of online Arabic heritage language teaching influences language practices and pedagogies. Hence, this article investigates the following research question: How does a heritage language teacher of Arabic use translanguaging as a pedagogy in digital heritage language education? To answer this question, a digital linguistic ethnography over 7 months was conducted, involving digital classroom observations, interviews with one teacher and five students and the collection of documents. Adopting a translinguistic perspective, the analysis shows how the teacher capitalised on students’ translingual resources to create a safe space, challenging language hierarchies and supporting the development of literacy skills in Modern Standard Arabic. Based on these findings, we discuss how the online teaching setting contributes to shaping the language practices of the digital classroom.

• Iversen, Jonas Yassin (2025). Opportunities and limitations with a land-based pedagogy in Indigenous heritage language education. Language and Education. ISSN 0950-0782. 39(5), s. 1148–1164. doi: 10.1080/09500782.2024.2436010. Fulltekst i vitenarkiv Vis sammendrag

  Studies have found that imaginations of a perceived ‘homeland’ plays a prominent role in much heritage language (HL) education. Taking Sámi HL education as a point of departure, I investigated the following research question: What opportunities and limitations can be associated with a land-based pedagogy in Indigenous HL education in an urban setting, removed from the ancestral homeland? This research question was investigated through an ethnographic study of Sámi HL education in public schools in a city in Norway. With an increasing ­number of Sámi students outside traditional Sámi communities, Sámi HL teachers need to reconsider what ‘area belonging’ should mean in Sámi HL education. The findings suggest that land-based pedagogies hold the potential to provide Indigenous HL students with an HL education deeply rooted in Indigenous epistemologies and pedagogies. Nevertheless, this approach often failed to actively engage students who had grown up in an urban environment, removed from their ancestral homeland. I suggest that there is a need to develop a Sámi pedagogy for urban Sámi students outside the traditional Sámi communities, which capitalise on students’ complex relations and diverse imaginations of their ‘homeland’. Implications for other heritage language education settings are discussed.

• Iversen, Jonas Yassin (2024). ‘Creating strong Sámi children’: teachers’ positioning of heritage language students. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. s. 1–16. doi: 10.1080/01434632.2024.2411439. Fulltekst i vitenarkiv Vis sammendrag

  This article presents an ethnographic study of Sámi heritage languageeducation in public schools in a city in Norway. The Sámi people, theonly recognised Indigenous people in Europe, are reclaiming theirlanguage and culture after intense assimilatory efforts by the Norwegianstate. Based on ten weeks of fieldwork in Sámi heritage language (HL)education in an urban setting far from the Sámi core areas, the currentarticle investigates how Sámi teachers and students negotiate subjectpositions in HL education based on Sámi culture, values, and traditionalknowledge. The researcher observed lessons, wrote field notes, collectedteaching materials, conducted interviews, and made video and audiorecordings of classroom interactions. The analysis demonstrates how theteachers purposefully and iteratively attempted to position their studentsas Sámi and how the students responded to their teachers’ constructionof a Sámi subject position. The findings suggest that HL teachers need torecognise and accommodate the complex and diverse connections thatHL students have with their culture, language, and community,particularly in contexts of historical colonisation and assimilation. Bymaking multiple subject positions available to students, teachers cancontribute to a more inclusive and empowering learning environmentthat acknowledges the nuances of HL students’ subjectivities.

• Iversen, Jonas Yassin (2024). Pre-service teachers’ agency to enact multilingual pedagogies: A longitudinal case study. European Educational Research Journal. s. 1–18. doi: 10.1177/14749041241290381. Fulltekst i vitenarkiv Vis sammendrag

  Students with migrant backgrounds continue to underperform across European education systems, highlighting the need for teachers to be prepared for multicultural and multilingual schools. However, even teachers who are open to multilingual pedagogies report being restricted by monolingual language policies, language beliefs and assessment schemes. Hence, it is necessary to investigate the conditions for pre-service teachers to exercise their agency in enacting multilingual pedagogies within monolingual education systems. Through a longitudinal case study involving interviews with five pre-service teachers at the outset and completion of their teacher education in Norway, the study explores the following research question: To what degree has teacher education provided the necessary conditions for pre-service teachers to exercise their agency in enacting multilingual pedagogies within a monolingual education system? A thematic analysis comparing responses given at the onset and completion of their teacher education suggests that the pre-service teachers had altered their beliefs, acquired more knowledge and reported more skills in working with multilingual learners. Moreover, they had developed a greater ability to imagine alternative approaches to multilingualism and become more flexible in these approaches. The longitudinal and qualitative research design offers a detailed picture of pre-service teachers’ development over the course of their teacher education.

• Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2024). Minority Identities on Display: Youth Experiences from Three Multicultural Events. I Hammaren, Nils; Ivemark, Biörn & Stretmo, Live (Red.), Migrant Youth, Schooling and Identity: Perspectives and Experiences from Northern Europe. Springer Nature. ISSN 9783031633447. s. 265–280. doi: 10.1007/978-3-031-63345-4_18. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Tavares, Vander (2024). Kritiske perspektiver på andrespråksopplæring, rase og utdanning: Forskningstrender og nordiske responser. Nordand – Nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 19(1), s. 57–71. doi: 10.18261/nordand.19.1.5. Fulltekst i vitenarkiv Vis sammendrag

  I denne artikkelen introduserer vi temaserien Kritiske perspektiver på andrespråksopplæring, rase og utdanning i Norden. Dette gjør vi gjennom en presentasjon av trender i nyere kritisk andrespråksforskning omkring dekolonialitet og rasiolingvistikk og en systematisk undersøkelse av kritiske perspektiver i studier publisert i Nordand og NOA i perioden 2019–2023. Videre blir eksempler på kritisk andrespråksforskning hvor rasiolingvistiske og dekoloniale perspektiver er anvendt i analysen av ulike andrespråkskontekster i Norden, presentert og drøftet. Gjennom å betrakte andrespråksforskning publisert i Nordand og NOA i lys av disse forskningstrendene drøfter vi potensialet for å styrke rasiolingvistiske og dekoloniale perspektiver i andrespråksforskningen i Norden. Målet med temaserien er å oppmuntre forskere i Norden til å utforske diskriminering og rasialisering i andrespråksopplæring spesielt og i utdanning generelt i høyere grad enn det som hittil har vært tilfellet.

• Faldet, Ann-Cathrin; Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2024). Et jevnere utdanningsløp: Reduserte forskjeller eller selvforsterkende marginalisering? Nordisk tidsskrift for pedagogikk og kritikk. 10(4), s. 82–93. doi: 10.23865/ntpk.v10.6573. Fulltekst i vitenarkiv Vis sammendrag

  Med utgangspunkt i utredningen Et jevnere utdanningsløp: Barnehage og skole/SFO som innsats mot ulikhet blant barn levert av et regjeringsoppnevnt ekspertutvalg i februar 2024, gir artikkelen en kritisk drøfting av elev- og læringssynet som rapporten bygger på. Vi mener at ekspertgruppen bygger på et til dels deterministisk elevsyn, samt et individualistisk og kognitivt læringssyn. Med utgangspunkt i Bourdieus teorier om habitus og kapital, samt Biestas kritikk av et teknologisk utdanningssyn, problematiserer vi ekspertgruppens elev- og læringssyn og skisserer en alternativ tilnærming til sosial ulikhet i utdanningssystemet. Avslutningsvis argumenterer vi for at det er behov for pedagogisk forankrede perspektiver på elevene og læring når viktige avgjørelser knyttet til det offentlige utdanningssystemet skal fattes.

• Iversen, Jonas Yassin (2024). Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden. European Educational Research Journal. s. 1–17. doi: 10.1177/14749041241235718. Fulltekst i vitenarkiv Vis sammendrag

  In Arabic literacy education in Europe, whether within mainstream education or in supplementary schools, instruction is a translocal endeavour at its core. The socio-historical conditions and ways of knowing embedded in traditional ways of teaching Arabic literacy are still deeply intertwined with the teaching of Arabic literacy in the diaspora. However, European expectations of education in general and literacy education in particular influence the purposes, content and materials of the Arabic literacy classroom, which leads to a process of transculturation. The current study investigates how Arabic literacy education as part of two Arabic heritage language settings in Norway and Sweden serves as a site for transculturation and how the entirely different ways of organising heritage language education in the two settings influence the transculturation processes of Arabic literacy education. This exploratory investigation is carried out through ethnographically inspired fieldwork in three mainstream schools in Sweden and in one supplementary school in Norway. The findings suggest that the inclusion of Arabic literacy education in mainstream schools in Sweden likely leads to an education closely aligned with official Swedish expectations about literacy education, while the supplementary school in Norway, to a greater extent, maintains traditional approaches to Arabic literacy education.

• Iversen, Jonas Yassin (2024). Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development. I Melo-Pfeifer, Silvia & Tavares, Vander (Red.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 9781394154531. s. 82–101. Fulltekst i vitenarkiv
• Iversen, Jonas; Munden, Juliet Hilary & Nambao, Margaret (2023). Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs. Language and Education. ISSN 0950-0782. s. 1–18. doi: 10.1080/09500782.2023.2265905. Fulltekst i vitenarkiv Vis sammendrag

  Limited access to reading material written in local languages is considered a contributing factor to poor reading achievement in Sub-Saharan Africa. Several non-government projects are attempting to compensate for this by providing extensive reading material. One such project is the non-commercial, donor-initiated African Storybook. This article examines the premise on which African Storybook and similar donor-initiated projects build, namely that providing stories in local languages can significantly improve early literacy achievement. Understanding literacy as social practice, we investigate what experiences with stories inform the literacy-related beliefs of pre-service teachers in Zambia, and how these beliefs may shed light on their response to storybooks as part of early literacy education. Our data comprises a questionnaire with 26 pre-service teachers and focus group interviews with six of them. The pre-service teachers’ beliefs were found to reflect their childhood experiences with stories and the Zambian official National Literacy Framework. Our findings indicate that neither their childhood experiences nor their teacher education had prepared the pre-service teachers to use stories for extensive reading in early literacy education. These findings lead us to question whether literacy delivery is best served by initiatives that are not coordinated with both national literacy policy, curriculum and local teacher beliefs.

• Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria & Iversen, Jonas Yassin [Vis alle 11 forfattere av denne artikkelen] (2023). Mother tongue education in four Nordic countries - problem, right or resource? Apples - Journal of Applied Language Studies. 17(2), s. 52–72. doi: 10.47862/apples.113671. Fulltekst i vitenarkiv Vis sammendrag

  The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.

• Storheil, Ingrid Vinje & Iversen, Jonas Yassin (2023). Translanguaging strategies in multilingual newly arrived students’ writing. Scandinavian Journal of Educational Research. ISSN 0031-3831. s. 1–14. doi: 10.1080/00313831.2023.2250366. Fulltekst i vitenarkiv Vis sammendrag

  Despite burgeoning research on translanguaging in education, research on translanguaging approaches to literacy education has lagged behind that of research on oral translanguaging in education. Hence, this article investigates what translanguaging strategies six multilingual newly arrived students used in the production of an academic text, and what prior experiences they had with learning and developing translanguaging strategies. These questions were investigated through a 60-minute writing session, in which six multilingual newly arrived students (age 16-19) wrote an academic text in Norwegian on a designated topic. The participants had lived in Norway between six months and 3.5 years. Next, the researcher conducted student interviews, exploring the students’ translanguaging strategies and their previous experiences related to learning and developing them. The analysis shows that all the students applied translanguaging strategies before and during writing. The students reported that they had developed the strategies on their own, without their teachers’ encouragement and support.

• Rasmussen, Agnieszka Iwett & Iversen, Jonas Yassin (2023). Locating Power: Polish Parents’ Encounter with Norwegian Education. I Tavares, Vander & Skrefsrud, Thor Andre (Red.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. s. 273–291. Fulltekst i vitenarkiv Vis sammendrag

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Iversen, Jonas Yassin (2022). Det mangfoldige klasserommet, Læreren som regissør: Ledelse og læring i klasserommet. Cappelen Damm Akademisk. ISSN 9788202755881. s. 111–131. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2021). Comparing language ideologies in multilingual classrooms across Norway and Zambia. Multilingual Margins. ISSN 2221-4216. 7(3), s. 33–48. Fulltekst i vitenarkiv Vis sammendrag

  This article compares the language ideologies (Kroskrity 2000) of pre- and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. The data are from two qualitative studies about multilingualism in education from Norway and Zambia that explore pre- and in-service teachers’ language ideologies (Kroskrity 2000). Based on focus group interviews with 24 Norwegian pre-service teachers and 36 Zambian in-service teachers, the current article shows that the Norwegian pre-service teachers and the Zambian in-service teachers expressed convergent descriptions of the challenges associated with multilingualism in education. Yet the teachers revealed divergent language ideologies in relation to how to solve these challenges. While the Norwegian pre-service teachers conveyed rather monoglossic language ideologies, the Zambian in-service teachers aligned themselves with more heteroglossic ideologies. In line with these language ideologies, they positioned themselves differently towards the current language policies in the two countries. This divergent pattern is discussed in light of the specific language ecologies of the two states

• Iversen, Jonas Yassin (2021). Samisk og somali i norsk skule: Ei undersøking av språkideologiar blant lærarstudentar. Nordand – Nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 16(1), s. 21–35. doi: 10.18261/issn.2535-3381-2021-01-02. Fulltekst i vitenarkiv Vis sammendrag

  Som eit resultat av aukande mobilitet på tvers av landegrenser dei siste tiåra opplever fleire nordiske land at nyare språklege minoritetar blir større enn urfolk og nasjonale minoritetar. Til dømes er det i dag truleg fleire som snakkar somali enn samisk i Noreg. Det er likevel eit opent spørsmål kva konsekvensar denne utviklinga vil ha for språk- og utdanningspolitikk i framtida. Denne artikkelen undersøker språkideologiar blant lærarstudentar med utgangspunkt i fokusgruppeintervju kring ein vignett om to elevar som snakkar høvesvis samisk og somali, og kva språklege rettar dei har i det norske utdanningssystemet. Fire grupper med lærarstudentar (N = 13) frå to ulike lærarutdanningsinstitusjonar i Noreg tok del i studien. Diskursane til lærarstudentane blir analyserte med utgangspunkt i Irvine og Gal (2000) sin teori om språkideologi og språkleg differensiering. Analysen dokumenterer ei utbreidd forståing blant lærarstudentane i studien for språkhierarkiet i norsk skule, som har blitt støtta gjennom politiske avgjerder om å gi norsk og samisk særskilde rettar som ikkje har komme nyare minoritetsspråk til gode. I denne artikkelen argumenterer eg for at lærarstudentar treng å bli medvitne om sine eigne språkideologiar og utvikle ein kompetanse til å reflektere over korleis språkideologiane deira påverkar elevane sine moglegheiter på skulen.

• Iversen, Jonas Yassin (2021). Bilingualism and Multilingualism in Secondary Education (Norway). Bloomsbury Education and Childhood Studies. doi: 10.5040/9781350993716.006. Fulltekst i vitenarkiv Vis sammendrag

  Norwegian is usually the language of instruction in secondary education in Norway. The exceptions are indigenous Sámi schools and classes providing instruction through the medium of the different Sámi languages. All students in secondary education are required to study English and can choose to study a “foreign language.” Seventy-five percent of students starting their lower secondary education in 2019 chose to study a foreign language (Norwegian National Centre for English and other Foreign Languages in Education 2020). Spanish and German are the most popular foreign languages taught in secondary education, while French is also widely taught. Researchers have pointed out how key policy documents promote certain forms of elite multilingualism, such as multilingualism with prestigious European languages, while devaluing other forms of multilingualism, such as multilingualism associated with migration (Kjelaas and van Ommeren 2019).

• Iversen, Jonas Yassin (2020). Pre-service teachers’ narratives about their lived experience of language. Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2020.1735400. Fulltekst i vitenarkiv Vis sammendrag

  Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstrated how the six PSTs used indexical cues to discursively position themselves as monolingual speakers of Norwegian in contrast with ‘multilinguals’ as speakers of ‘other languages’. Based on these findings, the article argues that the PSTs do not have an adequate understanding or vocabulary to discuss multilingualism in education, leading them to present ‘the multilingual’ as someone radically different from themselves. However, teacher educators can take PSTs’ lived experience of language as a point of departure for discussing multilingualism in education and challenging the traditional understandings of multilingualism.

• Iversen, Jonas (2019). Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism. ISSN 1479-0718. s. 1–14. doi: 10.1080/14790718.2019.1612903. Fulltekst i vitenarkiv Vis sammendrag

  This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ discussions of multilingual practices in mainstream education drew on Ruiz’s framework of language ideologies and Bakhtin’s concept of heteroglossia. The analysis shows how the PSTs were concerned with the needs of the class, of the teacher and of the multilingual students when multilingual practices were introduced to mainstream classrooms. The PSTs drew on different language ideologies to determine which multilingual practices were legitimate. The results indicate that the PSTs considered multilingual practices to be legitimate if they did not compromise group work nor challenged Norwegian as the language of instruction. However, the results also show a potential to work with PSTs in order to develop awareness of their own heteroglossic language ideologies. This study suggests that teacher educators can use focus groups to achieve this goal.

• Krulatz, Anna & Iversen, Jonas (2019). Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. Scandinavian Journal of Educational Research. ISSN 0031-3831. 64(3), s. 372–388. doi: 10.1080/00313831.2018.1557741. Fulltekst i vitenarkiv Vis sammendrag

  This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student’s home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students’ identity texts, lesson plans, and the teacher’s notes and reflections. The results suggest that explicit emphasis on including all languages in students’ linguistic repertories can help build inclusive classroom spaces and foster learners’ multilingual identities.

• Iversen, Jonas Yassin (2019). “Translanguaging” and the implications for the future teaching of English in Norway. Nordic Journal of Modern Language Methodology (NJMLM). 7(1), s. 50–66. Fulltekst i vitenarkiv Vis sammendrag

  This article explores the concept of translanguaging and its pedagogical implications. Specifically, I discuss how pedagogical translanguaging can be implemented in the teaching of English in Norway in light of the revised English curriculum presented in November 2019. I examine how the new English curriculum requires English teachers to value multilingualism as a resource and include students’ complete linguistic repertoire in their teaching of English. In 2018, researchers responded positively to the proposal for a revised English curriculum emphasising multilingualism, while teachers expressed that they did not understand the proposed competence aims involving students’ linguistic backgrounds. Despite teachers’ reservations, the final version presented in November 2019 continues to emphasise the inclusion of students’ multilingual resources as part of the subject’s “core elements” and competence aims. To address the issues raised by teachers, I explore how teachers can meet these requirements through pedagogical translanguaging. I present five facets of pedagogical translanguaging which can contribute to meet the requirements in the revised English curriculum: (1) raising students’ awareness of multilingualism, (2) appreciating linguistic diversity and positioning students as competent multilinguals, (3) encouraging students to compare English with other languages in their linguistic repertoires, (4) using literature that includes translanguaging as a teaching resource and (5) implementing tasks that require students to draw on their complete linguistic repertoires.

• Iversen, Jonas Yassin (2019). Pre-service teachers’ translanguaging during field placement in multilingual, mainstream classrooms in Norway. Language and Education. ISSN 0950-0782. s. 1–15. doi: 10.1080/09500782.2019.1682599. Fulltekst i vitenarkiv Vis sammendrag

  Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students’ linguistic repertoires during field placement in multilingual, mainstream schools in Norway. The data were collected through seven focus groups with 24 PSTs alongside classroom observations of four of these PSTs during 1 week of field placement. Although the PSTs expressed uncertainty about including in the classroom languages apart from Norwegian, this article provides examples for how they spontaneously drew upon their own and their students’ linguistic repertoires via translanguaging, although it also demonstrates how these PSTs adapted to the practices commonly accepted at their respective field placement schools. Thus, I argue that the spontaneous translanguaging these PSTs apply should be integrated into a comprehensive translanguaging pedagogy to challenge traditional approaches to multilingualism in education and to benefit the schooling of all children. This approach encourages teacher education to prepare PSTs for acting out pedagogical translanguaging.

• Iversen, Jonas (2017). The Role of Minority Students’ L1 when Learning English. Nordic Journal of Modern Language Methodology (NJMLM). 5(1), s. 35–47. doi: 10.46364/njmlm.v5i1.376. Fulltekst i vitenarkiv

Se alle arbeider i NVA

• Iversen, Jonas Yassin (2025). Flerkulturell pedagogikk: En kritisk introduksjon. Cappelen Damm Akademisk. ISBN 9788202836740. 194 s. Fulltekst i vitenarkiv
• Warren, Anne Reath; Iversen, Jonas Yassin & Straszer, Boglárka (2025). Teacher education for working in linguistically diverse classrooms: Nordic perspectives. Language Science Press. ISBN 9783985541362. 219 s. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende. Cappelen Damm Akademisk. ISBN 9788202719753. 260 s. Fulltekst i vitenarkiv Vis sammendrag

  De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende tar leseren med på en historisk og teologisk reise gjennom intense vekkelser, avgjørende kirkestiftelser og dramatiske kirkesplittelser fra 1820-tallet og frem til i dag. På bakgrunn av et omfattende kildemateriale gir boken nye perspektiver på de sterkttroendes historie og en nyansert presentasjon av deres teologiske utvikling fra en kraftfull vekkelsesbevegelse på første halvdel av 1800-tallet til dagens innadvendte kirkesamfunn. Boken beskriver en mangfoldig religiøs tradisjon preget av dypt alvor og intellektuell tyngde, samtidig som leseren kommer tett på markante kirkeledere, iherdige predikanter og hengivende troende. I dag kjenner mange i Rogaland og på Agder godt til «lomelendingane» i Kristiansand og Egersund, samt «perane» og «larsane» i Egersund. Disse grupperingene tilhører alle den retningen man tradisjonelt har omtalt som «de sterke» eller «de sterkttroende». Selv om de fleste verk om norsk kirkehistorie kort omtaler de sterkttroende, har det frem til nå ikke vært utgitt et samlet vitenskapelig verk som behandler deres historie fra deres opprinnelse og frem til i dag. De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende representerer dermed det mest omfattende og oppdaterte verket om de sterkttroendes historie som så langt har blitt publisert, og utgjør dermed et viktig bidrag til norsk kirkehistorie. Boken retter seg mot forskere, studenter og andre med interesse for norsk kirkehistorie, religionssosiologi og lukkede kirkesamfunn. Kyrkjefag Profil er en serie fra Institutt for religion, livssyn og kyrkjefag ved Høgskulen i Volda. Denne boken er nr. 41 i serien.

Se alle arbeider i NVA

• Iversen, Jonas Yassin (2026). Dei fleste er positive til fleirspråklegheit i skulen. [Internet]. Språkrådet. doi: https:/sprakradet.no/aktuelt/dei-fleste-er-positive-til-fleirspraklegheit-i-skulen/?fbclid=IwdGRjcAUU_c5wZG9mBWZkaWQWUOYD9lfOguGmT8jnGlBp1kFBrrv-A2V4dG4DYWVtAjExAHNydGMGYXBwX2lkCjY2Mjg1NjgzNzkAAR47uF5Har8TSDS6JANzX3BR1QHVvNr29h0Su9AvVbRUPlXZRpa6Bq5n5nHMtA_aem_HfJWvxxT-Xs9BtXmc_XRhg. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2026). DivE: Diversity in Education — En forskergruppe ved INN med lange tradisjoner. Fulltekst i vitenarkiv
• Skrefsrud, Thor Andre; Faldet, Ann-Cathrin & Iversen, Jonas Yassin (2026). Forest Finnish Teachers' Perspectives on Teaching About and For a National Minority. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2026). Minority Languages in Education:​ Translating Policy, Identity, and Community Engagement into Classroom Practice​. Fulltekst i vitenarkiv
• Viesca, Kara; Iversen, Jonas Yassin; Goodwin, A. Lin & Nelson, Rebecca (2026). Multilingual/Multicultural Stories: An International Study of Educator Reflections. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2026). Linking educational organization and teacher subjectivities in Arabic heritage language education. Fulltekst i vitenarkiv
• Tavares, Vander & Iversen, Jonas Yassin (2026). Whose Language Counts? Beyond Neutrality from Raciolinguistic Ideologies to Decolonial Futures in Second Language Education. Fulltekst i vitenarkiv Vis sammendrag

  This presentation takes up critical perspectives on language, race, and second language education by bringing decolonial (Pennycook & Makoni, 2019) and raciolinguistic frameworks (Rosa & Flores, 2017) into dialogue with mainstream second language research. Second language education is often framed as a neutral, technical enterprise concerned with how additional languages are acquired and assessed for social participation. Critical scholarship, however, has shown how language ideologies shape which languages, varieties, and speakers are valued (e.g., Kjelaas & van Ommeren, 2019) and how racialized learners’ and teachers’ linguistic repertoires are routinely devalued and policed (e.g., Dovchin & Dryden, 2022).Building on work in critical applied linguistics, we outline core insights from decolonial and raciolinguistic studies of language, highlighting how they expose the hierarchical ordering of languages, including the coupling of “native speaker” norms with Whiteness. We then map selected trends in second language research that have engaged these perspectives. The final part of the presentation reflects on how critical, decolonial, and raciolinguistic perspectives can more robustly inform second language research and language teacher education. We argue for approaches that foreground power, coloniality, and racialization in analyses of language policy and pedagogy; that treat learners’ multilingual practices as more than pedagogical “resources;” and that make space for research and theorizing produced from historically marginalized locations. The presentation invites participants to consider how expanding critical work on language and race can transform dominant understandings of second language education and contribute to more equitable linguistic and educational futures in the Nordic region and globally.

• Iversen, Jonas Yassin (2026). Morsmålsundervisningens samfunnsoppdrag. Bedre Skole. ISSN 0802-183X. 38(2). Fulltekst i vitenarkiv Vis sammendrag

  Det kan være fristende å overlate morsmålsopplæringen til private aktører. Men vi risikerer at elevene mister en mulighet til å utvikle en språkkompetanse med direkte relevans for videre studieløp og yrkesliv.

• Heikkola, Leena Maria & Iversen, Jonas Yassin (2026). Nasjonale minoriteter i utdanning: Kvenske/norskfinske og skogfinske erfaringer og behov i den ordinære skolen. Fulltekst i vitenarkiv
• Mølstad, Christina Niemi; Løfblad, Åse Wedø; Brønstad, Odin Thune; Sønsthagen, Sigrun; Laski, Alona & Bergseth, Kristin Kathinka Due [Vis alle 50 forfattere av denne artikkelen] (2026). Skroting av lærernormen – basert på forskning? doi: https:/www.utdanningsnytt.no/barnehage-klasseledelse-laerernorm/skroting-av-laerernormen-basert-pa-forskning/469012?fbclid=IwY2xjawQ54sJleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEe5-ESejbAANeW9iL_Yi5PFe-M92Cok76QgWJztVKEVMpy9_jpymhzgRro7ls_aem_NkB3gbl0zcVLQ8D6kE2ejQ. Fulltekst i vitenarkiv Vis sammendrag

  Forslagene om å skrote lærernormen og fjerne øremerkede midler til toppbemanning i barnehage er på kollisjonskurs med profesjonsutøvernes fortellinger om knappe ressurser, og med forskningsbidrag i feltet.

• Iversen, Jonas Yassin (2026). Flerspråklighet som ressurs: Fra teori til praksis. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2026). Samisk mangfold på timeplanen. Fulltekst i vitenarkiv Vis sammendrag

  Samiske barn har rett på samisk språkopplæring uansett hvor i landet de bor. I tillegg skal alle elever lære om samisk språk, kultur og samfunnsliv. Lærere har derfor en stor oppgave med å undervise om samiske temaer på en måte som unngår stereotypiske og forenklede fremstillinger av mangfoldet av samiske språk og kulturer. I mitt foredrag bygger jeg på funn fra en etnografisk studie av samiskopplæring i urbane strøk i Sør-Norge for å belyse hvordan lærere kan undervise om samiske temaer i ordinær opplæring på en måte som anerkjenner mangfoldet av samiske erfaringer og kulturuttrykk.

• Iversen, Jonas Yassin (2026). Skoleforskere må lytte til lærere. Fulltekst i vitenarkiv
• Løfblad, Åse Wedø; Buseth, Jill Tove; Mølstad, Christina Niemi; Vestby, Stian; Kjørven, Ole Kolbjørn & Markeng, Synnøve [Vis alle 38 forfattere av denne artikkelen] (2025). Støtte til lærerne fra lærerutdannere ved Universitetet i Innlandet. doi: https:/www.h-a.no/stotte-til-larerne-fra-larerutdannere-ved-universitetet-i-innlandet/o/5-139-1873013?fbclid=IwY2xjawQ557pleHRuA2FlbQIxMQBzcnRjBmFwcF9pZBAyMjIwMzkxNzg4MjAwODkyAAEeTSA5OfTw61ApyWbm7JXXcExAT-H4uI9U7ndr8v2lF02OUZ0xBQLC61mOAGg_aem_B1VQaG05Q8KC3_Qx3F8fVw. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Praksisfilm: Flerspråklighet som ressurs for å lære. [Internet]. Utdanningsetaten i Oslos nettsider. . Fulltekst i vitenarkiv
• Sayehli, Susan; Bergroth, Mari; Kirilova, Marta & Iversen, Jonas Yassin (2025). Förord. Nordand – Nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 20(2), s. 105–107. doi: https:/www.scup.com/eprint/XEYTJEKIB57ZBAGAHNK6/full?activationRedirect=%2Fdoi%2Ffull%2F10.18261%2Fnordand.20.2.0. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Et (frem)blikk på opplæring om og for skogfinske elever. Fulltekst i vitenarkiv
• Siekkinen, Frida & Iversen, Jonas Yassin (2025). Transitioning into new conditions of possibilities in Swedish teacher education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Sannhet og forsoning: Skogfinske læreres perspektiver på undervisning i skogfinske temaer. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2025). Enhancing Equality in Education: Challenging a Deficit Discourse in Educational Policy. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Hva skal vi undervise om skogfinner? Fulltekst i vitenarkiv Vis sammendrag

  Norske lærere skal undervise om de fem nasjonale minoritetene, men kunnskapsnivået om dem er gjennomgående lavt. Særlig skogfinnene fremstår som en ukjent minoritet. I presentasjonen skal jeg presentere hva ti lærere med skogfinsk bakgrunn mener lærere bør undervise om skogfinner.

• Iversen, Jonas Yassin (2025). Charting the way forward: Moving multilingual pedagogies from theory to practice. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Divergent policies, conditions and student experiences in heritage language education in Norway. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Tavares, Vander (2025). Rasiolingvistiske og dekoloniale perspektiver i andrespråksforskningen i Norden. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Thomassen, Wenche Elisabeth & Fylkesnes, Sandra (2025). Norwegian pre-service teachers’ orientation, knowledge and skills regarding multilingualism. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Language policies, material conditions and lived experiences in Arabic and Sámi heritage language education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2025). Flerspråklighet som en ressurs for å lære. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Sterke språkmodeller – og sterkere språkpraksiser i samiskundervisningen. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Opportunities and Limitations with a Land-Based Pedagogy in Indigenous Heritage Language Education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Transspråking: Hva, hvorfor, hvordan? Fulltekst i vitenarkiv
• Amro, Lana & Iversen, Jonas Yassin (2024). Heritage language education and its significance for mainstream schooling. Fulltekst i vitenarkiv
• Skrefsrud, Thor Andre; Iversen, Jonas Yassin & Massao, Prisca Bruno (2024). Forskning på mangfold i utdanning: Innlegg på Norsk studentorganisasjons ledersamling. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Tilpasset opplæring i det flerkulturelle klasserommet. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Ubehagets pedagogikk i det flerkulturelle klasserommet. Fulltekst i vitenarkiv
• Amro, Lana & Iversen, Jonas Yassin (2024). Translinguistic pedagogies in community-based digital Arabic heritage language education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Polycentricity in heritage language education: Insights from Sámi and Finnish. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Identitet og tilhørighet i samiskundervisning utenfor forvaltningsområdet. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Mellom forfedrenes hjemland og elevens plassering: Implikasjoner for samiskopplæring utenfor kjerneområdene. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Flerspråklighet som ressurs: Fra teori til praksis. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Language in transition:Turning our attention from the speaking subject to the (White) listening subject. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2024). Når morsmålet taper i morsmålsundervisningen: Noen foreløpige analyser. Fulltekst i vitenarkiv
• Iversen, Jonas (2023). Transculturation in Arabic literacy education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2023). Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2023). Gjenreis morsmålsopplæringen i Osloskolen. Fulltekst i vitenarkiv
• Iversen, Jonas & Munden, Juliet Hilary (2023). Stories in Early Literacy Education in Zambia. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2023). Språk og identitet: Didaktiske implikasjoner. Fulltekst i vitenarkiv
• Munden, Juliet Hilary & Iversen, Jonas Yassin (2023). Stories in early literacy education in Zambia: Donor-initiated projects, educational policies and teacher beliefs . Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2023). Subject Positions in Arabic and Sámi Heritage Language Teaching. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Example of a Comparative Research Design: Language Instruction at the Margins of Education (LIME). Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Thomassen, Wenche Elisabeth (2022). Norwegian pre-service teachers’ orientations, knowledge and skills regarding multilingualism. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2022). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review. Fulltekst i vitenarkiv
• Warren, Anne Reath; Straszer, Boglárka & Iversen, Jonas Yassin (2022). Current issues in Nordic education for working in linguistically diverse classrooms. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Identiteter på spel i arabisk modersmålsundervisning. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Marginalized language education in Norway and Sweden. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Munden, Juliet Hilary (2022). Stories in Literacy Education in Zambia: Educational Policies, Social Practices and Teacher Beliefs. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Identitetsforhandlinger i minorisert språkopplæring i og utenfor skolen: Foreløpige eksempler og refleksjoner. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Subject positions in minoritised language education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). LIME: Et forskningsprosjekt om morsmål, utdanning og identitet. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Marginalized language education in Norway and Sweden: Subject positions and belonging. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2022). Approaching Indigenous research from the outside: Reflections on research ethics. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Straszer, Boglárka (2022). Establishing and Legitimizing Language Hierarchies in Education in Norway and Sweden. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Identifying the potential in pre-service teachers’ first encounter with multilingualism. Fulltekst i vitenarkiv
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). De sterkttroendes vekst, fall og fremtid. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Thomassen, Wenche Elisabeth & Fylkesnes, Sandra (2021). Norwegian preservice teachers’ views on and experience with multilingualism in teacher education. Fulltekst i vitenarkiv
• Mølstad, Christina Elde; Somby, Hege Merete & Iversen, Jonas Yassin (2021). Norsk som premiss for det samiske – en læreplananalyse av overgangen fra LK06/S til LK20/S . Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Lærerstudenters første møte med flerspråklighet i praksisopplæringen. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Language Instruction at the Margins of Education. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Exploring Sámi and heritage language instruction across Norway and Sweden. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Lærerstudenters første møte med flerspråklighet i praksisopplæringen. Fulltekst i vitenarkiv
• Krulatz, Anna; Sevinc, Yesim; Christison, MaryAnn; Neokleous, Georgios; Iversen, Jonas Yassin & Torgersen, Eivind Nessa (2021). Creating a space for multilingualism in EFL/ESL classrooms in Norway. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Mølstad, Christina Elde & Somby, Hege Merete (2021). Norwegian culture as premise for Sámi perspectives: an analysis of the revised Norwegian national curriculum. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Munden, Juliet Hilary & Nambao, Margaret (2021). Stories in and outside of school, and their perceived potential in primary literacy education in Zambia. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Translanguaging and the implications for the future teaching of English in Norway. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa & Heikkola, Leena Maria [Vis alle 11 forfattere av denne artikkelen] (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Cathrine, Northug (2021). Fortsatt ingen kvinner i styrene. [Journal]. Vårt Land. Fulltekst i vitenarkiv
• Cathrine, Northug & Iversen, Jonas Yassin (2021). Åpner de lukkede kirkesamfunn. [Journal]. Vårt Land. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2021). Den ene av menighetene synger på siste verset. De to andre vil bestå om 100 år. [Journal]. Dalane Tidende. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2020). Samisk og somali i norsk skule: Ei undersøking av språkideologiar blant lærarstudentar. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2020). Comparing language ideologies in multilingual classrooms across Norway and Zambia. Fulltekst i vitenarkiv
• Dewilde, Joke & Iversen, Jonas Yassin (2020). Episode 5. Jonas Yassin Iversen om flerspråklighet i lærerutdanning. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Fulltekst i vitenarkiv Vis sammendrag

  Gjesten i denne episoden er Jonas Yassin Iversen. Han forteller om doktorgradsarbeidet om flerspråklighet i lærerutdanning der han har studert studenters møte med det flerspråklige klasserommet. Iversen er stipendiat ved Institutt for pedagogikk og samfunnsfag, Høgskolen i Innlandet.

• Iversen, Jonas Yassin (2019). Flerspråklighet som en ressurs: Hva betyr det? Hva gjør vi? Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2019). Samisk og somali: Lærerstudenters perspektiver. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2019). A Comparative Study of Language Ideologies in Multilingual Classes of Norway and Zambia. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2019). Pre-service teachers’ encounter with multilingual classrooms: A presentation of a PhD project. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2019). Preparing pre-service teachers to engage with multilingualism during field placement. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin (2019). Grunnskolelærerstudentenes syn på flerspråklighet i klasserommet. Bedre Skole. ISSN 0802-183X. s. 22–25. Fulltekst i vitenarkiv
• Iversen, Jonas (2019). A translanguaging instinct in pre-service teachers – and a move from spontaneous to pedagogical translanguaging? Fulltekst i vitenarkiv
• Iversen, Jonas (2019). Language portraits. I Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Red.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. s. 290–291. Fulltekst i vitenarkiv Vis sammendrag

  How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Iversen, Jonas (2019). Identity texts (1). I Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Red.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. s. 298–299. Fulltekst i vitenarkiv Vis sammendrag

  How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Iversen, Jonas (2018). Pre-service teachers and multilingual classrooms. Fulltekst i vitenarkiv
• Krulatz, Anna & Iversen, Jonas (2018). Building inclusive EFL classroom spaces through multilingual writing practices for newly-arrived students in Norway. Fulltekst i vitenarkiv
• Iversen, Jonas (2018). Fra transspråklig instinkt til pedagogisk transspråking. Fulltekst i vitenarkiv
• Dewilde, Joke; Iversen, Jonas & Skrefsrud, Thor Andre (2018). Hamar-skolens opplæring av nyankomne. Fulltekst i vitenarkiv
• Iversen, Jonas (2018). Pre-service teachers in multilingual classrooms: Language ideologies and strategies. Fulltekst i vitenarkiv
• Iversen, Jonas (2018). Fremmedspråksundervisning i innføringstilbud? Fulltekst i vitenarkiv
• Iversen, Jonas (2018). Pre-service teachers' translanguaging practices during field placement. Fulltekst i vitenarkiv
• Iversen, Jonas (2018). A heteroglossic perspective on the complexity of pre-service teachers’ language ideologies. Fulltekst i vitenarkiv
• Krulatz, Anna & Iversen, Jonas (2017). Implementing identity texts as a multilingual pedagogy in an EFL class for newly-arrived students in Norway. Fulltekst i vitenarkiv
• Iversen, Jonas (2017). Er engelskundervisningen flerspråklig nok? s. 18–19. Fulltekst i vitenarkiv
• Iversen, Jonas (2017). Language Ideologies in Norwegian Classrooms. Fulltekst i vitenarkiv
• Iversen, Jonas (2017). Flerspråklig engelskundervisning. Fulltekst i vitenarkiv
• Iversen, Jonas (2017). Pre-service Teachers in Translingual Classrooms: Experiences and Practices. Fulltekst i vitenarkiv
• Iversen, Jonas (2017). Fleirspråklegheit i engelskundervisninga. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret. ISSN 1893-1499. Fulltekst i vitenarkiv
• Iversen, Jonas (2016). Bilingualism in Norwegian Schools: How Do Norwegian Schools Provide an Additive Context for Bilingual Students? Fulltekst i vitenarkiv
• Iversen, Jonas (2016). Multilingual Perspectives on English Teaching. Fulltekst i vitenarkiv
• Fondevik, Birgitte; Tkachenko, Elena & Iversen, Jonas Yassin (2021). Metodisk veileder for lærere i voksenopplæringen: Samarbeid med språkhjelpere om flerspråklig støtte i norskopplæringen. Kompetanse Norge. Fulltekst i vitenarkiv
• Iversen, Jonas Yassin; Dewilde, Joke & Skrefsrud, Thor Andre (2020). Pre-service teachers’ first encounter with multilingualism in field placement. Universitetet i Innlandet. ISSN 9788283802016. Fulltekst i vitenarkiv Vis sammendrag

  Abstract As classrooms are becoming increasingly multilingual, teacher education needs to educate preservice teachers (PSTs) who can capitalise on students’ multilingualism to support and promote learning. Field placement is often identified as a crucial component for teacher education to prepare PSTs for multilingual settings. Yet, little is known about how PSTs engage with the multilingualism they encounter during field placement. Hence, this dissertation reports on a qualitative research project that combines focus groups, classroom observation, and linguistic autobiographies to investigate the following research question: What characterises PSTs’ encounter with multilingualism in field placement in their first year of teacher education? This research question is investigated from three perspectives, from a biographical perspective, an ideological perspective, and a practical perspective. The biographical perspective consists of data from linguistic autobiographies (n = 6) and focus groups (N = 24). A narrative analysis of these data gives an insight into PSTs’ lived experience of language prior to their entry into teacher education. The ideological perspective is based on data obtained through focus groups (N = 24), and provides information about PSTs’ language ideologies as they participated in field placement in classrooms characterised by multilingualism. Finally, the practical perspective combined data from classroom observations (n = 4) and focus groups (N = 24) to provide new knowledge about how PSTs engage with students’ multilingualism in schools that operate according to monoglossic ideologies. The combination of three sources of data provides a nuanced understanding of how the participants’ lived experience of language, language ideologies, and language practices are closely related, and how they influence PSTs’ encounter with multilingualism in field placement. The analyses suggest that the PSTs consider themselves monolingual speakers of Norwegian, operating within a school system where Norwegian has a privileged position. They describe ‘the multilingual’ as an Other, and are hesitant to engage with the multilingualism present in the classroom. Nonetheless, the analyses show that PSTs have diverse experiences with language that teacher education can capitalise on when preparing them for multilingual schools. Furthermore, the PSTs are willing to create spaces for multilingualism even within monoglossic school systems, and are able to draw on their own and their students’ complex linguistic repertoires when the situation requires it. This willingness and ability constitute a potential for teacher education in the process of preparing PSTs for multilingual classrooms.

• Iversen, Jonas (2016). Equality of Opportunity in the EFL Classroom Experiences of Minority Students. Norges teknisk-naturvitenskapelige universitet. Fulltekst i vitenarkiv Vis sammendrag

  Bakgrunnen for denne oppgaven er lærebøkers rolle i skolen, i lys av utviklingen av det abstrakte, men viktige temaet elektrisitet. Hovedformålet er å belyse hvordan temaet elektrisitet har endret seg i naturfaglærebøker for ungdomstrinnet, i et historisk perspektiv. Utvalget består av lærebøker som er skrevet i tidsrommet 1921-2015. Dokumentanalyse er metoden som benyttes, og oppgavens data er generert og analysert basert på et utvalg av fem lærebøker. Disse er kjent for å være mye brukt og har preget skolen. De fem lærebøkene er: 1. Fysikk for middelskolen av Havig, Holmsen & Strøm fra 1921 2. Fysikk for realskolen og de to første klassene i gymnaset av Bruun & Devik fra 1943 3. FYSIKK/KJEMI 7 og 8 av Brandt & Frøshaug fra 1976 4. Tellus 9 av Ekeland, Johansen, Rygh & Strand fra 1998 5. Nova 10 av Steineger & Wahl fra 2015 For å undersøke endringen er det to fokusområder i oppgaven. For det første ses det nærmere på hvilket fagstoff og begreper som står sentralt. For det andre analyseres bøkene ut ifra hvilke vinklinger fagstoffet har, basert på et rammeverk av Roberts (1982). Rammeverket tar for seg sju vinklinger fagstoffet kan ha, som viser til ulike orienteringer og hensikter i naturfaget. Studien viser at det har vært enkelte endringer med tanke på vektlegging av fagstoffet og begreper i bøkene. Ofte ser det ut som disse endringene henger sammen med både kulturelle, faglige, pedagogiske og didaktiske ideer som har vært rådende gjennom tiden. Det viser seg også at det er en bred dekning av vinklinger på fagstoffet i bøkene. Seks av vinklingene er synlige i hele utvalget. Dette betyr nødvendigvis ikke at den siste ikke er tilstede i andre kapitler i bøkene. Det er noen endringer i forhold til hvilke som i størst grad er representert, og hvordan de kommer til uttrykk i bøkene. Det ser ut som at det er mer fokus på fagstoffets bidrag til en hverdagsmestring og nytteverdi jo nærmere vi kommer vår tid. Samtidig ser man en endring mot at naturvitenskapens egenart kommer mer eksplisitt frem i nyere bøker. Studien viser til tross for dette, at det er en overraskende stabilitet i lærebøkene, foruten de «åpenbare» endringene man kan forvente å se. Til tross for at lærebøkene er et uttrykk for fagets tenkning og utvikling, samt pedagogiske og didaktiske ideologier, kan det se ut som at fagtradisjoner har stått og fortsatt står sterkt.

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