Rannsóknarstofa í fjölmenningar- og fjöltyngisfræðum

Hlutverk og markmið

• Eiga frumkvæði að og sinna rannsóknum á sviðinu
• Vera samstarfsvettvangur fræðimanna á sviðinu og við fræðimenn annarra sviða
• Hafa samstarf og tengsl við þá aðila sem móta stefnu og sjá um framkvæmdir á sviðinu í samfélaginu
• Hafa samstarf við erlenda aðila um rannsóknir
• Veita nemum í rannsóknartengdu framhaldsnámi þjálfun og reynslu í vísindalegum vinnubrögðum með því að gefa þeim kost á að vinna rannsóknir og námsverkefni á vegum rannsóknastofunnar
• Stuðla að því að yfirsýn fáist yfir rannsóknir á umræddu sviði, miðla þekkingu og kynna niðurstöður rannsókna meðal annars með útgáfu
• Veita ráðgjöf og aðra þjónustu á sínu sviði eftir því sem aðstæður leyfa

Forstöðumaður

• Charlotte Eliza Wolff, Lektor, Háskóli Íslands 

Stjórn

• Artëm Ingmar Benediktsson, Nýdoktor, Universitetet i Innlandet 
• Halldóra Sigtryggsdóttir, Leikskólastjóri, Leikskólinn Ösp 
• Renata Emilsson Pesková, Lektor, Háskóli Íslands 
• Saga Stephensen, Verkefnastjóri og ráðgjafi vegna fjölmenningarlegs leikskólastarfs, Reykjavíkurborg 

Greinar 

2025

• Benediktsson, A. I., Tran, A.-D., Emilsson Peskova, R., Ragnarsdóttir, H., & Lefever, S. (2025). Icelandic teachers’ perspectives and strategies for supporting children’s plurilingual development in compulsory schools. Education Inquiry. 1–21. 
• Emilsson Peskova, R. (2025). Language Map 2025 – The search for linguistic resources in Iceland. 

2024

• Benediktsson, A. I. (2024). Menningarmiðaðar kennsluaðferðir - Reynsla íslenskra kennaranema. Netla - Veftímarit um uppeldi og menntun. 
• Benediktsson, A. I. (2024). Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters. Educational Review, 1–18.
• Gollifer, S., Gunnþórsdóttir, H., & Emilsson Pesková , R. (2024). ‘We can do much more and better’: Understanding gatekeepers’ perspectives on students’ linguistic human rights. Human Rights Education Review, 7(1), 26-48.
• Tavares, V., & Benediktsson, A. I. (2024). But life goes on: Drama classes, Ukrainian refugees, and Icelandic language learning. Literacy, 58(2), 240-249. 
• Wolff, C. E., Emilsson Peskova, R., & Draycott, B. (2024). Teaching Toward Transformation: Promoting muliticultural pedagogy in Iceland through reflective participation. In V. Tavares & T.-A. Skrefsrud (Eds.), Critical and creative engagements with diversity in Nordic education (pp. 25-44). Lexington Books. 

2023

• Benediktsson, A. I. (2023). Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives. Nordic Journal of Comparative and International Education (NJCIE), 7(2), 1-20.
• Benediktsson, A. I. (2023). Navigating the complexity of theory: Exploring Icelandic student teachers’ perspectives on supporting cultural and linguistic diversity in compulsory schooling. International Journal of Educational Research, 120, 1-13.
• Benediktsson, A. I. (2023). Reception of newly arrived immigrant schoolchildren in Iceland: Exploring challenges and dilemmas concerning teaching and assessment practices. Education Inquiry, Latest articles, 1-19.  
• Emilsson Peskova, R. (2023). Language portrait as an analytical tool of students’ developing linguistic identities: Extending the methodology. In J. G. Jónsson & T. Árnadóttir (Eds.). Frændafundur 11 (pp. 170–180). Málvísindastofnun Háskóla Íslands.
• Emilsson Peskova, R., Lindholm, A., Ahlholm, M., Vold, E. T., Gunnþórsdóttir, H., Slotte, A., & Esmann Busch, S. (2023). Second language and mother tongue education for immigrant children in Nordic educational policies: Search for a common Nordic dimension. Nordic Studies in Education, 43(2), 128–144.  
• Ragnarsdóttir, H., Benediktsson, A. I., & Emilsson Peskova, R. (2023). Language policies and multilingual practices in Icelandic preschools. Multicultural Education Review, 15(2), 81-98.

2022

• Emilsson Peskova, R. (2022). Kennsluaðferðir og nálganir í tungumálakennslu: Hvernig geta kennarar byggt á fjöltyngi nemenda? Milli mála, 14(1), 45-66. 

2021

• Emilsson Peskova, R. (2021). School experience of plurilingual children: A multiple case study from Iceland. [Doctoral dissertation]. University of Iceland.
• Wolff, C. E., Huilla, H., Tzaninis, Y., Magnúsdóttir, B. R., Lappalainen, S., Paulle, B., Seppänen, P., & Kosunen, S. (2021). Inclusive education in the diversifying environments of Finland, Iceland and the Netherlands: A multilingual systematic review. Research in Comparative and International Education, 16(1), 3-21. 

2020 

• Benediktsson, A. I., & Ragnarsdóttir, H. (2020). Icelandic as a second language: University students’ experiences. Tímarit um uppeldi og menntun, 29(1), 1-19.

2019

• Benediktsson, A. I., Wozniczka, A. K., Tran, A. D. K., & Ragnarsdóttir, H. (2019). Immigrant students’ experiences of higher education in Iceland: Why does culturally responsive teaching matter? Nordic Journal of Comparative and International Education (NJCIE), 3(2), 37-54.

2018

• Tran, A.-D., & Lefever, S. (2018). Icelandic-born students of immigrant background: How are they faring in compulsory school? In H. Ragnarsdóttir & S. Lefever (Eds.), Icelandic studies on diversity and social justice in education (pp. 39-59). Cambridge Scholars Publishing. 
• Lefever, S., Tran, A-D. & Emilsson Peskova, R. (2018). Immigrant students’ success in Icelandic upper secondary schools: Teachers’ and students’ perceptions. In H. Ragnarsdottir & L. A. Kulbrandstad (Eds.), Learning spaces for inclusion and social justice: Success stories from immigrant students and school communities in four Nordic countries. Cambridge Scholars Publishing.

2017 

• Gunnþórsdóttir, H., Barillé, S., & Meckl, M. H. (2017). Nemendur af erlendum uppruna: Reynsla foreldra og kennara af námi og kennslu. Tímarit um uppeldi og menntun, 26(1-2), 21-41. 

2016

• Emilsson Peskova, R., & Ragnarsdóttir, H. (2016). Strengthening linguistic bridges between home and school: Experiences of immigrant children and parents in Iceland. In P. P. Trifonas & T. Aravossitas (Eds.), International handbook of heritage language education research and pedagogy (pp. 561–576). Springer International Publishing.

Bækur 

• Migrant youth, schooling and identity. Perspectives and experiences from Northern Europe. Útgefin 2024. Ritstjórar eru Nils Hammarén, Biörn Ivemark og Live Stretmo. 
• Icelandic studies on diversity and social justice in education. Útgefin 2018. Ritstjórar eru Hanna Ragnarsdottir og Samúel Lefever. 
• Learning spaces for inclusion and social justice: Success stories from immigrant students and school communities in four Nordic countries. Útgefin 2018. Ritstjórar eru Hanna Ragnarsdottir og Lars Anders Kulbrandstad.
• Fjölmenning og skólastarf. Útgefin 2010. Ritstjórar eru Hanna Ragnarsdóttir og Elsa Sigríður Jónsdóttir. 
• Fjölmenning á Íslandi. Útgefin 2007. Ritstjórar eru Hanna Ragnarsdóttir, Elsa Sigríður Jónsdóttir og Magnús Þ. Bernharðsson. Styrkt af Reykjavíkurborg, Mannréttindanefnd Rvk og Samtökum atvinnulífsins. 

Ragnarsdóttir, H. et al. (2022-2024). Tungumálastefna og starfshættir fjölskyldna innflytjenda á Íslandi og áhrif þeirra á menntun.

Benediktsson, A.I. (2021-2024). Fjölmenningarleg menntun: Útópía eða hagnýtur rammi fyrir árangursríkar kennsluaðferðir? 

Emilsson Peskova, R. (14. júlí, 2023). On heritage language learners in Iceland and heritage language support. Final conference of 4EU+ project Educating heritage language (HL) learners and pupils learning a second language (SL): Differences in approaches, Prague, the Czech Republic.

Ragnarsdóttir, H. et al. (2013-2015). The Learning Spaces Project.