Original version
Literacies in the Age of Mobility: Literacy Practices of Adult and Adolescent Migrants. 2022, 239-262, DOI: https://doi.org/10.1007/978-3-030-83317-6_10
Abstract
This chapter investigates writing instruction for migrant students with little formal education. The participants are 13 students and 2 Norwegian teachers at an upper secondary school in Norway. Data was produced by means of linguistic ethnographic methods such as field notes, audio-recordings, interviews and student texts. Finding indicate that students and teachers constructed opportunities and barriers with regard to building on students’ minority language resources, practices and experiences in writing instruction in multiple ways. I argue that the middle region (Meyrowitz, 1990), which is accessible to all parties but lacks the extremes of the front and back regions, holds pedagogical potential for teachers and students to further negotiate and ultimately push minority resources to the front region (Goffman, 1959).