En kartleggingsstudie av livsmestringsundervisning i en internasjonal kontekst og implikasjoner for fagene norsk, engelsk og fremmedspråk
DOI:
https://doi.org/10.7577/njcie.6234Nyckelord:
livsmestring, klasseromspraksiser, språkundervisning, norskfaget, engelskfaget, fremmedspråkAbstract
Public health and life skills was introduced as one of three cross-curricular topics in the revised Norwegian curriculum LK20. Schools are obliged to work with these topics across subjects. Few empirical studies investigate how life skills are taught in language classrooms in Norwegian schools, i.e., Norwegian, English, and foreign languages. In this paper, we present an overview of international research between 2013 and 2023, describing how life skills education can be realised in the language classroom. We searched relevant databases using terms derived from Norwegian research on life skills, including “empowerment”, combined with terms related to language teaching and empirical methods, in both English and Scandinavian languages. The search resulted in 841 studies, of which 26 studies met specific inclusion criteria. These studies were subject to a thematic analysis. The classroom practices can be grouped into four themes: 1) value of students’ background and interests, 2) support for student-active learning, 3) facilitation of student cooperation, and 4) critical inquiry of text and society. Moreover, our findings show an emphasis on student-centred teaching and student autonomy together with collective approaches instead of solely the development of individual skills. However, the studies do not specify how students can learn to deal with success and failure and personal and practical challenges, as the Norwegian curriculum emphasizes. The majority of the studies focus on the importance of language learning itself, in which life skills arise because of language learning and thus do not become a direct subject of investigation. Nevertheless, the examples of classroom practices within the four themes can provide teachers and teacher educators with different perspectives on life skills education. Moreover, the mapping of how life skills can be integrated into language subjects globally can contribute to a discussion about what life skills education may entail in a Norwegian school context.
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