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- Alisaari, Jenni, et al.
(författare)
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Finnish Teachers’ Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms
- 2023
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Ingår i: Critical and creative engagements with diversity in Nordic education. - : Lexington Books. - 9781666925852 - 9781666925869 ; , s. 109-131
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Bokkapitel (refereegranskat)abstract
- In Finland, the core curriculum for basic education supports multilingual pedagogies. However, while the multilingual turn has been recognized in policy documents since 2014, the actual shift toward multilingual pedagogies has not yet happened. We examined Finnish teachers’ (n = 650) perspectives on using students’ linguistic repertoires by analyzing their responses to the following open-ended question: [The revised Finnish common core] curricula encourage the use of all the languages students know for learning. Do you practice this in your own teaching? How? If not, what are the potential obstacles? Our results showed that most of the teachers understood the importance of using students’ entire linguistic repertoires for learning, and only very few had a negative stance toward languages as a resource. Many teachers also reported implementing multilingual pedagogies in the classroom, for example, encouraging their students to use translation dictionaries or to process content in their first languages. However, other teachers reported various obstacles that prevented them from implementing multilingual pedagogies, such as inadequate skills, a lack of time, and heterogeneous groups. In addition, students were not always considered as willing to use their own languages or reveal their linguistic and cultural backgrounds, which can hinder supporting the linguistic diversity of students’ voices. To create equitable learning environments, ongoing work to foster linguistically and culturally aware school cultures, including in-service trainings in multilingual pedagogies, is needed.
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| 3. |
- Bergroth, Mari, et al.
(författare)
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Staff self-assessment of ECEC practices in meeting language diversity in Finland
- 2024
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Ingår i: Journal of Early Childhood Education Research. - 2323-7414.
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Tidskriftsartikel (refereegranskat)abstract
- The study examines language aware practices in early childhood education and care (ECEC) in Finland. In Finland, the number of citizens with languages other than the national languages is estimated to increase, and population growth is dependent on migration. Children enrolled in ECEC have increasingly diverse language backgrounds. This calls for adjusting pedagogical practices to the needs of multilingual children only starting to familiarise themselves with the language of instruction. The data analysed were part of a national survey. A total of 882 respondents working in ECEC answered the survey. For this study, we concentrated on two open questions: “What kinds of practices do you have to support the language learning of children with an immigration background?” (N = 538) and “What kinds of needs to develop practices have you identified regarding language learning of children with an immigrant background or organising linguistic support?” (N = 509). Qualitative content analysis was used as an analytical approach. Our findings were condensed to a model consisting of six steps of language aware ECEC. The first three steps were well implemented according to the data. However, more attention is still needed to fully support language aware teachers, teams and systems.
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