WFRF:(Bergroth Maria)
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| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 03551naa a2200337 4500 | |
| 001 | oai:DiVA.org:su-226452 | |
| 003 | SwePub | |
| 008 | 240212s2023 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-2264522 URI |
| 040 | a (SwePub)su | |
| 041 | a engb eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a kap2 swepub-publicationtype |
| 100 | 1 | a Alisaari, Jenniu Stockholms universitet,Institutionen för slaviska och baltiska språk, finska, nederländska och tyska4 aut |
| 245 | 1 0 | a Finnish Teachers’ Perspectives on Creating Multilingual Learning Opportunities in Diverse Classrooms |
| 264 | 1 | b Lexington Books,c 2023 |
| 338 | a electronic2 rdacarrier | |
| 520 | a 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. | |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng |
| 653 | a Multilingual classrooms; Teachers' practices; linguistically responsive pedagogy | |
| 700 | 1 | a Bergroth, Mariu Helsingfors universitet, Avdelningen för pedagogik4 aut |
| 700 | 1 | a Harju-Autti, Raisau Kokkola University Consortium Chydenius4 aut |
| 700 | 1 | a Heikkola, Leena Mariau UiT The Arctic University of Norway4 aut |
| 700 | 1 | a Sissonen, Sallau University of Turku4 aut |
| 710 | 2 | a Stockholms universitetb Institutionen för slaviska och baltiska språk, finska, nederländska och tyska4 org |
| 773 | 0 | t Critical and creative engagements with diversity in Nordic educationd : Lexington Booksg , s. 109-131q <109-131z 9781666925852z 9781666925869 |
| 856 | 4 | u https://rowman.com/WebDocs/OA_LEX_9781666925852_CriticalandCreativeEngagementswithDiversityinNordicEducation.pdf Last updated on 2024-12-01 at 13:18 |
| 856 | 4 | u https://su.diva-portal.org/smash/get/diva2:1836959/FULLTEXT01.pdfx primaryx Raw objecty fulltext:postprint |
| 856 | 4 8 | u https://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-226452 |
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