Teaching and learning in multicultural contexts: a comparative analysis of language teaching and learning in a Norwegian and Dutch primary school classroom

In this paper, multicultural primary school classes in Norway and the Netherlands are compared in terms of language teaching and learning. Drawing on observations, interviews, and school and policy documents, four dimensions of comparison are discussed. First, we deal with the different ways in which separate language classes for language minority pupils were organized in the two cases. Secondly, the different ways of teaching and the underlying views on learning language are characterized. Thirdly, we analyse how these ways of teaching affect on language minority pupils. Fourthly, we address the question as to how these approaches relate to the educational policies, traditions and discourses of the respective countries.     

After the Interview

This article is concerned with after the interview, a strip of time (Goffman 1974, p. 10) between the end of the formal interview and the culmination of leave-taking rituals. Although there is a considerable and growing literature on qualitative interviewing (Arksey and Knight 1999; Kvale 1996; Rubin and Rubin 1995; Weiss 1994), and some corridor talk about the meaning of off the record post-interview comments, this topic has received little attention in the published literature (but see DeSantis 1980 and Wenger 2001). And we think it is an important one, since it illuminates the interviewee's interpretation of the interviewer and interview process, and highlights aspects of the meaning of the topic, and of the interviewer, to the respondent (which is, after all, the endpoint of the qualitative interviewing method). Further, the question of what constitutes after the interview throws into relief the question of what is an interview.