Jonas Yassin Iversen

• Iversen, Jonas Yassin & Skrefsrud, Thor Andre (2024). Minority Identities on Display: Youth Experiences from Three Multicultural Events. In Hammaren, Nils; Ivemark, Biörn & Stretmo, Live (Ed.), Migrant Youth, Schooling and Identity: Perspectives and Experiences from Northern Europe. Springer Nature. ISSN 978-3-031-63344-7. p. 265–280. doi: https:/doi.org/10.1007/978-3-031-63345-4_18.
• Iversen, Jonas Yassin & Tavares, Vander (2024). Kritiske perspektiver på andrespråksopplæring, rase og utdanning: Forskningstrender og nordiske responser. Nordand : nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 19(1), p. 57–71. doi: 10.18261/nordand.19.1.5.
• Iversen, Jonas Yassin (2024). Teaching Languages in the Linguistic Marketplace: Exploring the Impact of Policies and Ideologies on My Teacher Identity Development. In Melo-Pfeifer, Silvia & Tavares, Vander (Ed.), Language Teacher Identity: Confronting Ideologies of Language, Race, and Ethnicity. Wiley-Blackwell. ISSN 978-1-394-15453-1. p. 82–101.
• Iversen, Jonas Yassin (2024). Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden. European Educational Research Journal. ISSN 1474-9041. p. 1–17. doi: 10.1177/14749041241235718.
• Rasmussen, Agnieszka Iwett & Iversen, Jonas Yassin (2023). Locating Power: Polish Parents’ Encounter with Norwegian Education. In Tavares, Vander & Skrefsrud, Thor Andre (Ed.), Critical and Creative Engagements with Diversity in Nordic Education. Lexington Books. ISSN 9781666925852. p. 273–291. Show summary

  Teacher education in the Nordic European context continues to change rapidly in response to diversity. However, this context tends to receive less attention globally, despite being a part of the interconnected effort to prepare teachers and students for an increasingly complex and uncertain future. Against this backdrop, this volume presents timely research that identifies and critically explores some of the challenges and opportunities which researchers, educators, and teacher educators may encounter while working in culturally and linguistically diverse contexts of education in Nordic Europe. In doing so, this volume aims to contribute to the broader conversations about diversity and education on an international level, particularly those focused on how to improve and enhance teacher education through more inclusive, responsive, and social justice-oriented practices. Critical and Creative Engagements with Diversity in Nordic Education offers empirical, conceptual, and theoretical contributions on topics such as religion, gender and sex, language, culture, nationality, race, and ethnicity that reflect the experiences, concerns, and needs of both teachers and students from primary to higher and teacher education. By recognizing, promoting, and understanding the importance of diversity in the classroom, educators can contribute to the achievement of academic success of every student

• Iversen, Jonas; Munden, Juliet Hilary & Nambao, Margaret (2023). Stories and early literacy education in Zambia: donor-initiated projects, educational policy and teacher beliefs. Language and Education. ISSN 0950-0782. p. 1–18. doi: 10.1080/09500782.2023.2265905. Full text in Research Archive
• Storheil, Ingrid Vinje & Iversen, Jonas Yassin (2023). Translanguaging strategies in multilingual newly arrived students’ writing. Scandinavian Journal of Educational Research. ISSN 0031-3831. p. 1–14. doi: 10.1080/00313831.2023.2250366. Full text in Research Archive Show summary

  Despite burgeoning research on translanguaging in education, research on translanguaging approaches to literacy education has lagged behind that of research on oral translanguaging in education. Hence, this article investigates what translanguaging strategies six multilingual newly arrived students used in the production of an academic text, and what prior experiences they had with learning and developing translanguaging strategies. These questions were investigated through a 60-minute writing session, in which six multilingual newly arrived students (age 16-19) wrote an academic text in Norwegian on a designated topic. The participants had lived in Norway between six months and 3.5 years. Next, the researcher conducted student interviews, exploring the students’ translanguaging strategies and their previous experiences related to learning and developing them. The analysis shows that all the students applied translanguaging strategies before and during writing. The students reported that they had developed the strategies on their own, without their teachers’ encouragement and support.

• Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa; Heikkola, Leena Maria & Iversen, Jonas Yassin [Show all 11 contributors for this article] (2023). Mother tongue education in four Nordic countries - problem, right or resource? Apples - Journal of Applied Language Studies. ISSN 1457-9863. 17(2), p. 52–72. doi: 10.47862/apples.113671. Full text in Research Archive Show summary

  The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.

• Iversen, Jonas Yassin (2022). Det mangfoldige klasserommet, Læreren som regissør: Ledelse og læring i klasserommet. Cappelen Damm Akademisk. ISSN 978-82-02-75588-1. p. 111–131.
• Iversen, Jonas Yassin (2021). Bilingualism and Multilingualism in Secondary Education (Norway). Bloomsbury Education and Childhood Studies. ISSN 2514-6440. doi: 10.5040/9781350993716.006. Show summary

  Norwegian is usually the language of instruction in secondary education in Norway. The exceptions are indigenous Sámi schools and classes providing instruction through the medium of the different Sámi languages. All students in secondary education are required to study English and can choose to study a “foreign language.” Seventy-five percent of students starting their lower secondary education in 2019 chose to study a foreign language (Norwegian National Centre for English and other Foreign Languages in Education 2020). Spanish and German are the most popular foreign languages taught in secondary education, while French is also widely taught. Researchers have pointed out how key policy documents promote certain forms of elite multilingualism, such as multilingualism with prestigious European languages, while devaluing other forms of multilingualism, such as multilingualism associated with migration (Kjelaas and van Ommeren 2019).

• Iversen, Jonas Yassin (2021). Samisk og somali i norsk skule: Ei undersøking av språkideologiar blant lærarstudentar. Nordand : nordisk tidsskrift for andrespråksforskning. ISSN 0809-9227. 16(1), p. 21–35. doi: 10.18261/issn.2535-3381-2021-01-02. Show summary

  Som eit resultat av aukande mobilitet på tvers av landegrenser dei siste tiåra opplever fleire nordiske land at nyare språklege minoritetar blir større enn urfolk og nasjonale minoritetar. Til dømes er det i dag truleg fleire som snakkar somali enn samisk i Noreg. Det er likevel eit opent spørsmål kva konsekvensar denne utviklinga vil ha for språk- og utdanningspolitikk i framtida. Denne artikkelen undersøker språkideologiar blant lærarstudentar med utgangspunkt i fokusgruppeintervju kring ein vignett om to elevar som snakkar høvesvis samisk og somali, og kva språklege rettar dei har i det norske utdanningssystemet. Fire grupper med lærarstudentar (N = 13) frå to ulike lærarutdanningsinstitusjonar i Noreg tok del i studien. Diskursane til lærarstudentane blir analyserte med utgangspunkt i Irvine og Gal (2000) sin teori om språkideologi og språkleg differensiering. Analysen dokumenterer ei utbreidd forståing blant lærarstudentane i studien for språkhierarkiet i norsk skule, som har blitt støtta gjennom politiske avgjerder om å gi norsk og samisk særskilde rettar som ikkje har komme nyare minoritetsspråk til gode. I denne artikkelen argumenterer eg for at lærarstudentar treng å bli medvitne om sine eigne språkideologiar og utvikle ein kompetanse til å reflektere over korleis språkideologiane deira påverkar elevane sine moglegheiter på skulen.

• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2021). Comparing language ideologies in multilingual classrooms across Norway and Zambia. Multilingual Margins. ISSN 2221-4216. 7(3), p. 33–48. Full text in Research Archive Show summary

  This article compares the language ideologies (Kroskrity 2000) of pre- and in-service teachers in Norway and Zambia respectively. Despite their historical, political, and linguistic differences, both countries struggle to adapt their educational systems to students’ multilingualism. Thus, it is interesting to see how pre- and in-service teachers from the two countries consider the role of multilinguals within their respective education systems. The data are from two qualitative studies about multilingualism in education from Norway and Zambia that explore pre- and in-service teachers’ language ideologies (Kroskrity 2000). Based on focus group interviews with 24 Norwegian pre-service teachers and 36 Zambian in-service teachers, the current article shows that the Norwegian pre-service teachers and the Zambian in-service teachers expressed convergent descriptions of the challenges associated with multilingualism in education. Yet the teachers revealed divergent language ideologies in relation to how to solve these challenges. While the Norwegian pre-service teachers conveyed rather monoglossic language ideologies, the Zambian in-service teachers aligned themselves with more heteroglossic ideologies. In line with these language ideologies, they positioned themselves differently towards the current language policies in the two countries. This divergent pattern is discussed in light of the specific language ecologies of the two states

• Iversen, Jonas Yassin (2020). Pre-service teachers’ narratives about their lived experience of language . Journal of Multilingual and Multicultural Development (JMMD). ISSN 0143-4632. doi: 10.1080/01434632.2020.1735400. Full text in Research Archive Show summary

  Drawing on recent developments within sociolinguistics, the objective of the current article is to explore how six pre-service teachers (PSTs) discursively positioned themselves and ‘the multilingual’ across two narrating events focused on their lived experience of language. The narrating events were focus groups with other PSTs (N = 24) and the participants’ linguistic autobiographies (n = 6). A narrative analysis across the two events demonstrated how the six PSTs used indexical cues to discursively position themselves as monolingual speakers of Norwegian in contrast with ‘multilinguals’ as speakers of ‘other languages’. Based on these findings, the article argues that the PSTs do not have an adequate understanding or vocabulary to discuss multilingualism in education, leading them to present ‘the multilingual’ as someone radically different from themselves. However, teacher educators can take PSTs’ lived experience of language as a point of departure for discussing multilingualism in education and challenging the traditional understandings of multilingualism.

• Iversen, Jonas Yassin (2019). “Translanguaging” and the implications for the future teaching of English in Norway. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 7(1), p. 50–66. Full text in Research Archive Show summary

  This article explores the concept of translanguaging and its pedagogical implications. Specifically, I discuss how pedagogical translanguaging can be implemented in the teaching of English in Norway in light of the revised English curriculum presented in November 2019. I examine how the new English curriculum requires English teachers to value multilingualism as a resource and include students’ complete linguistic repertoire in their teaching of English. In 2018, researchers responded positively to the proposal for a revised English curriculum emphasising multilingualism, while teachers expressed that they did not understand the proposed competence aims involving students’ linguistic backgrounds. Despite teachers’ reservations, the final version presented in November 2019 continues to emphasise the inclusion of students’ multilingual resources as part of the subject’s “core elements” and competence aims. To address the issues raised by teachers, I explore how teachers can meet these requirements through pedagogical translanguaging. I present five facets of pedagogical translanguaging which can contribute to meet the requirements in the revised English curriculum: (1) raising students’ awareness of multilingualism, (2) appreciating linguistic diversity and positioning students as competent multilinguals, (3) encouraging students to compare English with other languages in their linguistic repertoires, (4) using literature that includes translanguaging as a teaching resource and (5) implementing tasks that require students to draw on their complete linguistic repertoires.

• Iversen, Jonas Yassin (2019). Pre-service teachers’ translanguaging during field placement in multilingual, mainstream classrooms in Norway. Language and Education. ISSN 0950-0782. p. 1–15. doi: 10.1080/09500782.2019.1682599. Show summary

  Field placement allows pre-service teachers (PSTs) to gain experience teaching culturally and linguistically diverse students. However, little is known about how PSTs engage with multilingualism during field placement. This article investigates how PSTs capitalise on their own as well as their students’ linguistic repertoires during field placement in multilingual, mainstream schools in Norway. The data were collected through seven focus groups with 24 PSTs alongside classroom observations of four of these PSTs during 1 week of field placement. Although the PSTs expressed uncertainty about including in the classroom languages apart from Norwegian, this article provides examples for how they spontaneously drew upon their own and their students’ linguistic repertoires via translanguaging, although it also demonstrates how these PSTs adapted to the practices commonly accepted at their respective field placement schools. Thus, I argue that the spontaneous translanguaging these PSTs apply should be integrated into a comprehensive translanguaging pedagogy to challenge traditional approaches to multilingualism in education and to benefit the schooling of all children. This approach encourages teacher education to prepare PSTs for acting out pedagogical translanguaging.

• Iversen, Jonas (2019). Negotiating language ideologies: pre-service teachers’ perspectives on multilingual practices in mainstream education. International Journal of Multilingualism. ISSN 1479-0718. p. 1–14. doi: 10.1080/14790718.2019.1612903. Show summary

  This study investigates how pre-service teachers (PSTs) negotiate an understanding of which multilingual practices are legitimate in mainstream education in Norway. Data were collected through seven focus groups with 24 PSTs participating in their first field placement. I designed three fictive vignettes about multilingual students in mainstream education, and these were introduced and discussed in the focus groups. The analysis of the PSTs’ discussions of multilingual practices in mainstream education drew on Ruiz’s framework of language ideologies and Bakhtin’s concept of heteroglossia. The analysis shows how the PSTs were concerned with the needs of the class, of the teacher and of the multilingual students when multilingual practices were introduced to mainstream classrooms. The PSTs drew on different language ideologies to determine which multilingual practices were legitimate. The results indicate that the PSTs considered multilingual practices to be legitimate if they did not compromise group work nor challenged Norwegian as the language of instruction. However, the results also show a potential to work with PSTs in order to develop awareness of their own heteroglossic language ideologies. This study suggests that teacher educators can use focus groups to achieve this goal.

• Krulatz, Anna & Iversen, Jonas (2019). Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. Scandinavian Journal of Educational Research. ISSN 0031-3831. 64(3), p. 372–388. doi: 10.1080/00313831.2018.1557741. Full text in Research Archive Show summary

  This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student’s home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students’ identity texts, lesson plans, and the teacher’s notes and reflections. The results suggest that explicit emphasis on including all languages in students’ linguistic repertories can help build inclusive classroom spaces and foster learners’ multilingual identities.

• Iversen, Jonas (2017). The Role of Minority Students’ L1 when Learning English. Nordic Journal of Modern Language Methodology (NJMLM). ISSN 1894-2245. 5(1), p. 35–47. doi: 10.46364/njmlm.v5i1.376.

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• Iversen, Jonas Yassin (2021). De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende. Cappelen Damm Akademisk. ISBN 978-82-02-71975-3. 260 p. Show summary

  De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende tar leseren med på en historisk og teologisk reise gjennom intense vekkelser, avgjørende kirkestiftelser og dramatiske kirkesplittelser fra 1820-tallet og frem til i dag. På bakgrunn av et omfattende kildemateriale gir boken nye perspektiver på de sterkttroendes historie og en nyansert presentasjon av deres teologiske utvikling fra en kraftfull vekkelsesbevegelse på første halvdel av 1800-tallet til dagens innadvendte kirkesamfunn. Boken beskriver en mangfoldig religiøs tradisjon preget av dypt alvor og intellektuell tyngde, samtidig som leseren kommer tett på markante kirkeledere, iherdige predikanter og hengivende troende. I dag kjenner mange i Rogaland og på Agder godt til «lomelendingane» i Kristiansand og Egersund, samt «perane» og «larsane» i Egersund. Disse grupperingene tilhører alle den retningen man tradisjonelt har omtalt som «de sterke» eller «de sterkttroende». Selv om de fleste verk om norsk kirkehistorie kort omtaler de sterkttroende, har det frem til nå ikke vært utgitt et samlet vitenskapelig verk som behandler deres historie fra deres opprinnelse og frem til i dag. De gamle stier: Historien om Menigheten Samfundet, Det Almindelige Samfund og andre sterkttroende representerer dermed det mest omfattende og oppdaterte verket om de sterkttroendes historie som så langt har blitt publisert, og utgjør dermed et viktig bidrag til norsk kirkehistorie. Boken retter seg mot forskere, studenter og andre med interesse for norsk kirkehistorie, religionssosiologi og lukkede kirkesamfunn. Kyrkjefag Profil er en serie fra Institutt for religion, livssyn og kyrkjefag ved Høgskulen i Volda. Denne boken er nr. 41 i serien.

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• Iversen, Jonas Yassin (2024). Når morsmålet taper i morsmålsundervisningen: Noen foreløpige analyser.
• Iversen, Jonas Yassin (2024). Identitet og tilhørighet i samiskundervisning utenfor forvaltningsområdet.
• Iversen, Jonas Yassin (2024). Transspråking: Hva, hvorfor, hvordan?
• Iversen, Jonas Yassin (2024). Sterke språkmodeller – og sterkere språkpraksiser i samiskundervisningen.
• Iversen, Jonas Yassin (2024). Ubehagets pedagogikk i det flerkulturelle klasserommet.
• Iversen, Jonas Yassin (2024). Polycentricity in heritage language education: Insights from Sámi and Finnish.
• Iversen, Jonas Yassin (2024). Mellom forfedrenes hjemland og elevens plassering: Implikasjoner for samiskopplæring utenfor kjerneområdene.
• Skrefsrud, Thor Andre; Iversen, Jonas Yassin & Massao , Prisca Bruno (2024). Forskning på mangfold i utdanning: Innlegg på Norsk studentorganisasjons ledersamling.
• Iversen, Jonas Yassin (2024). Tilpasset opplæring i det flerkulturelle klasserommet.
• Munden, Juliet Hilary & Iversen, Jonas Yassin (2023). Stories in early literacy education in Zambia: Donor-initiated projects, educational policies and teacher beliefs .
• Iversen, Jonas & Munden, Juliet Hilary (2023). Stories in Early Literacy Education in Zambia.
• Iversen, Jonas Yassin (2023). Transculturation in Arabic literacy education within and beyond mainstream education in Norway and Sweden.
• Iversen, Jonas Yassin (2023). Subject Positions in Arabic and Sámi Heritage Language Teaching .
• Iversen, Jonas Yassin (2023). Gjenreis morsmålsopplæringen i Osloskolen. Utrop - Norges første flerkulturelle avis.
• Iversen, Jonas (2023). Transculturation in Arabic literacy education.
• Iversen, Jonas Yassin (2023). Språk og identitet: Didaktiske implikasjoner.
• Iversen, Jonas Yassin (2022). Identiteter på spel i arabisk modersmålsundervisning.
• Iversen, Jonas Yassin (2022). Marginalized language education in Norway and Sweden.
• Iversen, Jonas Yassin & Munden, Juliet Hilary (2022). Stories in Literacy Education in Zambia: Educational Policies, Social Practices and Teacher Beliefs .
• Iversen, Jonas Yassin (2022). Marginalized language education in Norway and Sweden: Subject positions and belonging.
• Iversen, Jonas Yassin (2022). Example of a Comparative Research Design: Language Instruction at the Margins of Education (LIME).
• Iversen, Jonas Yassin & Straszer, Boglárka (2022). Establishing and Legitimizing Language Hierarchies in Education in Norway and Sweden.
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2022). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Iversen, Jonas Yassin & Thomassen, Wenche Elisabeth (2022). Norwegian pre-service teachers’ orientations, knowledge and skills regarding multilingualism.
• Reath Warren, Anne; Straszer, Boglárka & Iversen, Jonas Yassin (2022). Current issues in Nordic education for working in linguistically diverse classrooms.
• Iversen, Jonas Yassin (2022). LIME: Et forskningsprosjekt om morsmål, utdanning og identitet.
• Iversen, Jonas Yassin (2022). Subject positions in minoritised language education.
• Iversen, Jonas Yassin (2022). Identitetsforhandlinger i minorisert språkopplæring i og utenfor skolen: Foreløpige eksempler og refleksjoner.
• Iversen, Jonas Yassin (2022). Approaching Indigenous research from the outside: Reflections on research ethics.
• Tkachenko, Elena; Fondevik, Birgitte & Iversen, Jonas Yassin (2021). Samarbeid med språkhjelpere om flerspråklig støtte i norskopplæringen av voksne innvandrere. Show summary

  Denne veilederen baserer seg på erfaringer fra tre ulike prosjekter som er gjennomført ved voksenopplæringen på Rosenhof og Skullerud i Oslo og i kommunene Ålesund og Kinn1 . Prosjektene har det til felles at målet har vært å utvikle en flerspråklig undervisningspraksis der deltakere med liten eller ingen skolebakgrunn får bruke morsmålet sitt eller andre språk deltakerne kan, i arbeidet med å tilegne seg norsk. I flere av prosjektene ble begrepet morsmålsstøtte brukt, men vi har i denne veilederen valgt å bruke begrepet flerspråklig støtte, for erfaringene viste at deltakerne tok i bruk hele sitt språklige repertoar i arbeidet med å lære norsk. I dette arbeidet har språkhjelpere/språkloser/morsmålsassistenter/flerspråklige assistenter hatt en helt sentral rolle. I den videre teksten vil vi bruke «språkhjelper» som samlebegrep for en flerspråklig person som ved å bruke sine flerspråklige ressurser og flerkulturelle kompetanse hjelper deltakere i norskopplæringen til å lære seg norsk og bygge bro mellom sine tidligere språklige erfaringer og kunnskaper og det de skal lære i et nytt land (jf. Alver & Dregelid, 2015; Eek, 2021). Målet med denne metodiske veilederen er å gi ledere og lærere i voksenopplæringen et teoretisk grunnlag og metoder for å støtte deltakerne i norskopplæringen med å bygge videre på det de kan fra før, når de skal lære seg norsk. Det pedagogiske prinsippet om å ta utgangspunkt i det man allerede kan når en skal lære noe nytt, gjelder også når man skal lære et nytt språk. Det blir dermed naturlig å bruke flerspråklighet som ressurs i norskopplæringen. En måte å gjøre det på er å involvere språkhjelpere. Denne veilederen handler om hva en språkhjelper er, hva slags kompetanse en språkhjelper trenger, hvilken rolle en språkhjelper har, og ulike former for flerspråklig støtte i norskopplæringen. Mens den primære målgruppen for veilederen er ledere og lærere i voksenopplæringen, kan det tenkes at noen kapitler fra denne veilederen kan presenteres og diskuteres med språkhjelpere som et utgangspunkt for arbeidet mot en felles forståelse av rollen som språkhjelper.

• Iversen, Jonas Yassin (2021). De sterkttroendes vekst, fall og fremtid.
• Iversen, Jonas Yassin; Mølstad, Christina Elde & Somby, Hege Merete (2021). Norwegian culture as premise for Sámi perspectives: an analysis of the revised Norwegian national curriculum .
• Faldet, Ann-Cathrin; Iversen, Jonas Yassin; Skrefsrud, Thor Andre & Somby, Hege Merete (2021). Understandings of ‘Learning Barriers’ in International Research: A Systematic Review.
• Iversen, Jonas Yassin; Thomassen, Wenche Elisabeth & Fylkesnes, Sandra (2021). Norwegian preservice teachers’ views on and experience with multilingualism in teacher education.
• Iversen, Jonas Yassin (2021). Language Instruction at the Margins of Education.
• Iversen, Jonas Yassin; Munden, Juliet Hilary & Nambao, Margaret (2021). Stories in and outside of school, and their perceived potential in primary literacy education in Zambia .
• Iversen, Jonas Yassin (2021). Exploring Sámi and heritage language instruction across Norway and Sweden.
• Iversen, Jonas Yassin (2021). Identifying the potential in pre-service teachers’ first encounter with multilingualism.
• Iversen, Jonas Yassin (2021). Lærerstudenters første møte med flerspråklighet i praksisopplæringen.
• Iversen, Jonas Yassin & Cathrine, Northug (2021). Fortsatt ingen kvinner i styrene. [Newspaper]. Vårt Land.
• Cathrine, Northug & Iversen, Jonas Yassin (2021). Åpner de lukkede kirkesamfunn. [Newspaper]. Vårt Land.
• Iversen, Jonas Yassin (2021). Den ene av menighetene synger på siste verset. De to andre vil bestå om 100 år. . [Newspaper]. Dalane Tidende.
• Krulatz, Anna; Sevinc, Yesim; Christison, MaryAnn; Neokleous, Georgios; Iversen, Jonas Yassin & Torgersen, Eivind Nessa (2021). Creating a space for multilingualism in EFL/ESL classrooms in Norway.
• Iversen, Jonas Yassin (2021). Lærerstudenters første møte med flerspråklighet i praksisopplæringen.
• Iversen, Jonas Yassin (2021). Translanguaging and the implications for the future teaching of English in Norway.
• Iversen, Jonas Yassin; Alisaari, Jenni; Daugaard, Line Møller; Dewilde, Joke; Harju-Autti, Raisa & Heikkola, Leena Maria [Show all 11 contributors for this article] (2021). Conceptualising students with a migrant background and their languages in education across the Nordic countries .
• Mølstad, Christina Elde; Somby, Hege Merete & Iversen, Jonas Yassin (2021). Norsk som premiss for det samiske – en læreplananalyse av overgangen fra LK06/S til LK20/S .
• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2020). Comparing language ideologies in multilingual classrooms across Norway and Zambia.
• Dewilde, Joke & Iversen, Jonas Yassin (2020). Episode 5. Jonas Yassin Iversen om flerspråklighet i lærerutdanning. [Radio]. Podcast Mi Lenga-podden, ILS, UiO. Show summary

  Gjesten i denne episoden er Jonas Yassin Iversen. Han forteller om doktorgradsarbeidet om flerspråklighet i lærerutdanning der han har studert studenters møte med det flerspråklige klasserommet. Iversen er stipendiat ved Institutt for pedagogikk og samfunnsfag, Høgskolen i Innlandet.

• Iversen, Jonas Yassin (2020). Samisk og somali i norsk skule: Ei undersøking av språkideologiar blant lærarstudentar.
• Iversen, Jonas Yassin (2019). Samisk og somali: Lærerstudenters perspektiver.
• Iversen, Jonas Yassin (2019). Flerspråklighet som en ressurs: Hva betyr det? Hva gjør vi?
• Iversen, Jonas Yassin (2019). Grunnskolelærerstudentenes syn på flerspråklighet i klasserommet. Bedre Skole. ISSN 0802-183X. p. 22–25.
• Iversen, Jonas Yassin & Mkandawire, Sitwe Benson (2019). A Comparative Study of Language Ideologies in Multilingual Classes of Norway and Zambia.
• Iversen, Jonas Yassin (2019). Pre-service teachers’ encounter with multilingual classrooms: A presentation of a PhD project.
• Iversen, Jonas Yassin (2019). Preparing pre-service teachers to engage with multilingualism during field placement.
• Iversen, Jonas (2019). Identity texts (1). In Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Ed.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. p. 298–299. Show summary

  How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Iversen, Jonas (2019). Language portraits. In Burner, Tony; Carlsen, Christian & Kverndokken, Kåre (Ed.), 101 ways to work with communicative skills - Theoretical and practical approaches in the English classroom. Fagbokforlaget. ISSN 9788245026597. p. 290–291. Show summary

  How can English teachers work in up-to-date and inspirational ways to enhance students' communicative skills? Which English skills do students need in an increasingly diverse and globalised society? How can teachers explore key areas such as digital skills, multicultural topics, and multilingual resources in the English subject in practical and engaging ways? These are some of the subject-specific questions raised in this book. It contains practical teaching ideas and theoretical perspectives on communicative skills in English. Part I consists of seven peer-reviewed articles on central aspects of communicative skills in English. Part II presents 101 practical teaching activities to enhance students' communicative skills in English. The suggestions connect theory and practice based on empirical experiences and key insights from classroom research. "101 ways to work with communicative skills" offers fresh research about English education in Norway. It is a treasure trove for every practising teacher working with English in years 1-13. The target group for this book comprises teachers, students, teacher educators, and researchers.

• Iversen, Jonas (2019). A translanguaging instinct in pre-service teachers – and a move from spontaneous to pedagogical translanguaging?
• Iversen, Jonas (2018). A heteroglossic perspective on the complexity of pre-service teachers’ language ideologies.
• Iversen, Jonas (2018). Fra transspråklig instinkt til pedagogisk transspråking.
• Iversen, Jonas (2018). Pre-service teachers in multilingual classrooms: Language ideologies and strategies.
• Iversen, Jonas (2018). Fremmedspråksundervisning i innføringstilbud?
• Dewilde, Joke; Iversen, Jonas & Skrefsrud, Thor Andre (2018). Hamar-skolens opplæring av nyankomne. Hamar arbeiderblad.
• Krulatz, Anna & Iversen, Jonas (2018). Building inclusive EFL classroom spaces through multilingual writing practices for newly-arrived students in Norway.
• Iversen, Jonas (2018). Pre-service teachers and multilingual classrooms.
• Iversen, Jonas (2018). Pre-service teachers' translanguaging practices during field placement.
• Iversen, Jonas (2017). Pre-service Teachers in Translingual Classrooms: Experiences and Practices.
• Iversen, Jonas (2017). Fleirspråklegheit i engelskundervisninga. Communicare - et fagdidaktisk tidsskrift fra Fremmedspråksenteret. ISSN 1893-1499.
• Krulatz, Anna & Iversen, Jonas (2017). Implementing identity texts as a multilingual pedagogy in an EFL class for newly-arrived students in Norway.
• Iversen, Jonas (2017). Er engelskundervisningen flerspråklig nok? I skolen. ISSN 1504-6745. p. 18–19.
• Iversen, Jonas (2017). Flerspråklig engelskundervisning.
• Iversen, Jonas (2017). Language Ideologies in Norwegian Classrooms.
• Iversen, Jonas (2016). Multilingual Perspectives on English Teaching.
• Iversen, Jonas (2016). Bilingualism in Norwegian Schools: How Do Norwegian Schools Provide an Additive Context for Bilingual Students?
• Fondevik, Birgitte; Tkachenko, Elena & Iversen, Jonas Yassin (2021). Metodisk veileder for lærere i voksenopplæringen: Samarbeid med språkhjelpere om flerspråklig støtte i norskopplæringen. Kompetanse Norge.
• Iversen, Jonas Yassin; Dewilde, Joke & Skrefsrud, Thor Andre (2020). Pre-service teachers’ first encounter with multilingualism in field placement. Høgskolen i Innlandet. ISSN 978-82-8380-200-9.
• Iversen, Jonas (2016). Equality of Opportunity in the EFL Classroom. Experiences of Minority Students. NTNU.

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