Debatt ● The research group 'Language Practices in Education'
How to facilitate Norwegian language learning for international staff in academia?
It is possible to facilitate Norwegian language learning without resorting to mandating Norwegian language requirements. Here are four research-based proposals.
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from an international associate professor:
«My own experience with Norwegian language learning has been extremely painful. Last semester, I had to work an extra 8 hours a week to fit in Norwegian classes. Additionally, I attended language cafes and spent evenings and weekends learning Norwegian. I cried very often while trying to survive the semester. I don't wish this on any future colleagues.»
Academia has a high and continuously increasing level of internationalization. Over 30 % of researchers in Norway are international. Norwegian language education is not able to keep up pace, and it is difficult to accommodate so many immigrants learning Norwegian with a high workload. Despite this, the action plan for Norwegian academic language has proposed that international staff must reach level B2 in Norwegian (higher intermediate level) within 3 years, and all PhD candidates and postdoctoral fellows must complete 15 credits in Norwegian courses.
In a previous article, we argued why we believe this is not feasible, supported by over 400 university and college employees. In addition to the enormous economic challenges, researchers emphasize that universities lack sufficient infrastructure, hours in the work plan, or Norwegian teachers to conduct the courses. Another article argues that the process has not been democratic, and very few internationals are aware that this is happening.
In this article, we want to open a dialogue on how to facilitate Norwegian language learning without resorting to mandating Norwegian language requirements. We present 4 research-based proposals on how higher education can facilitate Norwegian language learning. We include findings from a recent survey at NTNU where 213 international staff members write about language needs.
1. Increase the amount of Norwegian courses
One of the biggest challenges with Norwegian language education is that there are not enough hours to learn the language. We compare the offerings at NTNU and UiB (234 hours for permanent staff), against research suggesting that it takes an average of 660 hours for immigrants to learn level B2 in a new country. In our survey at NTNU, 55% of international staff reported needing more Norwegian resources.
Universities and colleges should be held more accountable for providing Norwegian courses. We should increase the number of hours taught (up to 600 hours of Norwegian courses), and mandate this as a right so that international staff members are entitled to an adequate number of hours. This will provide international staff with greater protection and rights. We can also make greater distinctions between who needs Norwegian courses. By prioritizing staff who teach, we can help improve the skills of those who need Norwegian to perform their jobs. We emphasize that increasing Norwegian courses should be a voluntary offer.
2. More time in the work plan
Lack of time and overworking are common in academia. On average, researchers in Norway work around 46 hours per week – which is far above the average for the rest of the population. So, when are they supposed to find time to learn an entirely new language?
We compare the offerings at NTNU and UiB (234 hours for permanent staff), against research suggesting that it takes an average of 660 hours for immigrants to learn level B2 in a new country
At the Department of Teacher Education (ILU) at NTNU, only 120 hours are allocated in the work plan for learning Norwegian. At other departments, nothing is provided, and it is expected that staff will learn Norwegian in their spare time.
We suggest allocating more time for learning Norwegian in the work plan and standardizing this across institutions. At the very least, time spent on Norwegian courses should be covered by the work plan. This is something that should be mandated so that all institutions practice equally.
3. Hold leaders accountable for supporting Norwegian courses
Several Norwegian studies question the role of leaders in Norwegian language education. At UiB, it was found that only 39 % of internationally permanent staff felt that their employer facilitated Norwegian language learning. Several experienced "goal conflicts" - meaning that the employer discouraged staff from prioritizing Norwegian courses, despite it being in their contract. At NTNU, it was found that only half of international staff felt supported by leaders to learn Norwegian.
From our own study, an international employee reports:
«I struggle with the pressure which is exerted by the leadership […] Most of these people can’t imagine what it means to come to a new country and have to learn a new language within 2-3 years as an adult.»
When leaders lack understanding of Norwegian language education, this can greatly affect it, especially if staff rely on their leaders for access to Norwegian courses. Therefore, we suggest holding leaders accountable for providing support for Norwegian courses.
4. Raise awareness of colleagues' role in Norwegian language learning
Finally, we would like to point out that Norwegian colleagues also have a responsibility to help their international colleagues become proficient in Norwegian. It is not the case that one can learn Norwegian by only attending Norwegian classes twice a week. Academia has a very specialized language that cannot be learned in Norwegian class. You need dedicated colleagues willing to be conversation partners in Norwegian.
An employee at NTNU writes:
«One of the biggest problems of learning Norwegian is the lack of place to practice […] and if you speak Norwegian, once [coworkers] realize you are not fluent in Norwegian, they will switch to English.»
In our study, several employees expressed frustration with Norwegian colleagues who were not helpful with Norwegian. They expressed that Norwegian colleagues often switched to English without being asked, spoke too quickly, and used thick dialects. In other words, Norwegian colleagues showed little consideration for speakers of Norwegian as a second language. This points to an unfortunate work culture where language learning is seen as separate from the job. Therefore, we recommend raising awareness of the role of Norwegian colleagues in aiding their international colleagues learn Norwegian
Everyone has a responsibility to increase Norwegian language competence in academia. While the action plan for Norwegian academic language has largely focused on individual responsibility through language requirements for international staff, we have pointed out other factors that are crucial for success in learning Norwegian. It is important to hold Norwegians and institutions accountable during this process.
Authored by the research group 'Language Practices in Education'
Karina Rose Mahan, Associate Professor in English Didactics, NTNU
Nicole Busby, Associate Professor in English Linguistics, NTNU
Gessica De Angelis, Professor in Multilingualism, NTNU
Julie Flikke, PhD Fellow in Internationalization, NTNU
Svenja Hammer, Associate Professor in Social Work, NTNU
Eliane Lorenz, Associate Professor in Multilingualism, Justus Liebig University
