The Nordics aim right but need to do more
A 2023 study by Renata Emilsson Pesková, with Maria Alholm as one of the authors, examined how all the Nordic countries provide for second-language learning, mother-tongue education, and the provisions offered to newly arrived students. These approaches were viewed through a social justice lens, emphasising that all students should have equitable access to education.
The Nordic countries show an ambition to provide second-language and mother-tongue instruction to newly arrived students, but the provisions for first and second languages differ. We concluded that the more the Nordic countries do for second-language instruction, first-language instruction, and for newly arrived students, the closer they get to the ideal state of social justice.
Focusing on the current situation in Iceland, Renata Emilsson Pesková finds that while the Icelandic education policy is based on inclusive principles and aims to offer equal opportunities for every student, some schools struggle to meet the language and educational requirements of students learning Icelandic as a second language. The compulsory school act in Iceland stipulates that instruction in Icelandic schools must be conducted in Icelandic.
School responses to language diversity can lead to discriminatory practices that violate students’ human rights. Therefore, a gap exists between policies and practice.
Renata Emilsson Pesková states that Iceland generally has many effective policies and initiatives supporting newly arrived people, with a focus on their linguistic learning and rights. However, she also highlights a paradox in the education system, two paradigms pulling in different directions. One emphasises a democratic and inclusive education with joint classes, while the other is driven by competition, as schools aim to be internationally competitive and prioritise individual skills.
Plurilingualism is an educational asset – not an obstacle to success
A study by Renata Emilsson Pesková on the school experience of plurilingual students in Iceland highlighted the valuable roles of heritage-language schools and robust family language policies in balancing the monolingual focus of compulsory schools.
Emilsson Pesková recommends that schools should value their students’ languages and plurilingual identities. She notes that plurilingualism is an educational value, not a burden or barrier to success, nor a threat or political divide.
Strong family-language policies and heritage-language schools counterbalance the monolingual focus, and allow the students to develop all their languages in safe spaces.
Effective communication between teachers and parents is also emphasised, as it positively influences students’ learning. The study also suggests that schools and teachers systematically adapt their practices to respect their students’ plurilingual identities and needs.
Emilsson Pesková also recommends that schools adopt a systematic whole-school approach when aligning language policies with inclusive educational practices. Key steps include comprehensive teacher training and professional development, adapting curricula and materials, and securing institutional support from schools, local authorities, and the government.
In conclusion, Renata Emilsson Pesková encourages the schools to foster and maintain an open dialogue between parents and teachers regarding children’s language and literacy development. Preschools and schools should implement language-friendly policies that align with educational laws and rights, and that include the perspectives of staff, parents, and children. All languages should be equally valued, supporting children’s plurilingual identities and leveraging their linguistic and cultural resources.
Furthermore, schools should provide sustained language support, foster a communicative culture that promotes social inclusion, and assess children’s progress formatively and individually, rather than against monolingual norms. Ultimately, schools should become socially just, inclusive spaces where children feel supported to communicate, connect, and form relationships across languages and cultures.
As the number of immigrants in Iceland has risen sharply in the last few years, schools have been quick to respond.
The policies have been quickly adjusted, and it is an ongoing process. Also, society shares these social values. There is a lot of flexibility among teachers and schools to approach students on an individual basis and find local solutions to local challenges. Schools also have a culture of collaboration. I admire the teachers’ willingness to continue their own education in these matters.