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Valenta, Marko – European Journal of Teacher Education, 2009
In this article, I argue that immigrant bilingual teachers and mother-tongue teachers are not formally recognised as "genuine" teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their…
Descriptors: Higher Education, Bilingual Education, Foreign Countries, Bilingual Teachers