Browsing by Subject "multilingualism"

During the recent decades, due to increased immigration, the linguistic environment in Finnish schools has undergone significant changes and the current National Core Curriculum for Basic Education (NCC) emphasizes the importance of multilingual and language-aware (MLA) pedagogy in teaching. Teachers are obliged to take multilingual and language-aware matters into account, but teachers’ perceptions regarding MLA pedagogy in Finland have not been studied before. The aim of this study is to explore EFL teachers’ attitudes towards and opinions of MLA pedagogy. A further goal is to study how well these perceptions coincide with the guidelines stated in the NCC. In addition, two different background variables, teachers’ educational background and the number of L2 Finnish speakers the teacher has in the EFL classroom, were analyzed in more detail in order to examine whether there is any differences in the perceptions of different subgroups. The data was collected via an online questionnaire, and in total 60 comprehensive school EFL subject and class teachers participated in the study. This study took a mixed-methodology approach, most of the data being quantitative and gathered via Likert scale statements. In addition, open-ended questions provided qualitative data and were gathered in order to gain deeper understanding of the explored phenomenon. The results show that the majority of EFL teachers have positive attitudes towards and are interested in MLA pedagogy and see it as forming an essential part of their teaching. However, a significant part of the respondents found the implementation of MLA teaching methods challenging and, many had not received any training concerning MLA pedagogy. Lack of education, time, and resources, as well as teachers’ negative attitudes were mentioned as the main obstacles which may prevent the use of multilingual and language-aware pedagogy in the classroom. It is crucial to raise teachers’ knowledge and awareness of MLA pedagogy and provide training for all teachers regardless of the subject taught so that the goals of NCC are met and the students’ linguistic repertoires are regarded as an advantage instead of a hindrance.

This thesis investigates the linguistic landscape at a multilingual Finnish university. It explores which languages are used in the signs at the university's city centre campus, how the languages are arranged, how language choices in the linguistic landscape in the studied setting align with the university's language policy, and how international students and staff members perceive the language environment and language policy of the university. In order to provide more thorough answers to the research questions, two types of data were included: linguistic landscape signs and semi-structured interviews. The linguistic landscape data was collected from seven locations around the city centre campus in November 2021 and focused on the signs displayed in public spaces. Seven international MA students and four international teachers were interviewed for their experiences and perceptions of the linguistic landscape of the university. All the interviews were conducted via Zoom between January and February 2022. Content analysis was used as the principal method for data analysis. The linguistic landscape and interview data analysis revealed that multilingualism is a norm in the city centre campus surroundings. The language choice and the order of languages in the signs reflect the disparity in the role and hierarchy of languages. Finnish is the prominent language and the preferred code in the signs, while Swedish and English show less important status. It can be seen that these three languages are displayed in the majority of the signs, which corresponds to the guidance of the trilingual language policy. Although the linguistic environment of the University of Helsinki is considered more multilingual and international than that of other academic institutions with which the interviewees were familiar, it was suggested that the implementation of the trilingual language policy and multilingualism should be taken into account in a broader sense, not only in public signs, but also in everyday communication.

This MA thesis explores the use of English on Instagram in the Finnish capital region that consists of the municipalities of Helsinki, Vantaa, Espoo and Kauniainen. Building on previous research on Virtual Linguistic Landscapes and English as a lingua franca, this thesis investigates the extent to which English is used in the study area and how different types of areas and locations differ in terms of English use in the study area. For this purpose, I use geotagged social media data and methods from the fields of natural language processing and geoinformatics. Firstly, I analyse the general linguistic make-up of the study area to understand the use of English in relation to other languages. Secondly, I analyse and compare how the use of English and Finnish are spread geographically across the Finnish capital region on Instagram and identify spatial clusters by means of spatial autocorrelation analysis. Lastly, I seek to provide further insights into the different types of locations where English, Finnish and other languages are used by using the Corine Land Cover inventory for categorising different types of locations. The results of this study show that the English language has a very strong presence as the second most used language in the Virtual Linguistic Landscape of the Finnish capital region. English is used especially often by users who use more than one language on Instagram. The spatial patterns of English use show that the language is used particularly often in the Helsinki city centre, western Helsinki and eastern Espoo and least in north-eastern Helsinki and Vantaa. English has a strong presence in essentially all the studied location types, especially in commercial and urban contexts. The relative proportions of English use are highest at airport areas and lowest in various sport and leisure facilities, where Finnish is used significantly more than any other language. In the analysis, I also include frequent observations on Finnish and other languages, which provide further insights into the rich Virtual Linguistic Landscape of the capital city region.

This thesis explores the family language policy (FLP) of mixed-language families living in Finland. More and more children are born in multicultural families, where parents have different first languages, and many of them wonder what language strategy to use in the home environment to be beneficial for the language development of their children. Sharing circumstances with other parents in multicultural families, and having a personal interest in multilingualism drove my interest in investigating the family language policy of mixed-language families who reside in Finland; how the daily use of more than one language is established, implemented and managed at the family level. With three main objectives - 1) identifying parental language practices, 2) examining parental views on multilingualism, 3) identifying influencing factors of language choice – this thesis intends to offer an overview of the family language policies employed by parents, and to reveal possible insightful information about attitudes towards language use. It also aims to highlight areas where parents who raise multilingual children in Finland might need practical guidance and support. A survey was conducted through an online questionnaire across Finland among parents of children up to 17 years old and whose spouses have different first languages. The questionnaire was both quantitative and qualitative in nature. The quantitative data was analysed by means of descriptive statistics, and for analysing the qualitative data, an inductive approach was used based on a thematic analysis performed at a semantic level. The main results identified one parent - one language (OPOL) as the most preferred language practice and showed that parents’ determination and plan to employ a language separation strategy does not fully materialize into practice. The type of parental language practice differs among parents of children from different age groups. Despite the myriad of factors that influence parents’ language choice, their family language policies seem to be oriented around a similar language ideology, one that places value on first language transmission and on equal early multilingual acquisition. The transmission of first language appears to be intrinsic to the nature of parenthood. In addition to the main findings, the timing of introducing a new language and the limited availability of language resources for minority languages were identified as the areas where parents who raise multilingual children in Finland need guidance and support. The results and findings of this study deepen our knowledge and understanding of relevant aspects and challenges related to the family language policies of mixed-language families.

The current study is an exploration of Vantaa city primary and lower-secondary teacher attitudes towards multilingualism, as well as their attitudes towards the specific multilingual program the oma äidinkieli program. The oma äidinkieli program is a voluntary program which provides mother tongue instruction to pupils who speak a different language at home than the official languages of Finland, Finnish and Swedish. The aims of this study are to investigate and assess the attitudinal positioning of primary and lower-secondary teachers towards multilingualism and the oma äidinkieli program during a time when the number and concentration of foreign language speaking residents in Vantaa and the capital region of Finland is increasing, to increase the visibility of multilingualism and multilingual pupils, and to contribute to the study of teacher attitudes and multilingualism. A total of 45 primary and lower-secondary teachers from the Finnish city of Vantaa completed a paper questionnaire designed to assess attitudes towards multilingualism and the oma äidinkieli program. Quantitative data was collected using Likert-scale questions and a direct approach to studying attitudes. Results were analysed using descriptive statistics. Findings in this study indicate positive teacher attitudes towards both multilingualism and the oma äidinkieli program. This positive attitudinal positioning runs parallel to the approach to multilingualism prescribed in the Finnish National Core Curriculum for Basic Education. While encouraging that overall results indicate positive teacher attitudes towards multilingualism and the oma äidinkieli program, the frequency of negative and neutral responses to certain items, such as items regarding multilingual pupil’s language development, may indicate possible gaps in teacher understandings regarding multilingual pupils and their development. The overall positive attitudes of Finnish teachers are important because positive teacher attitudes towards multilingualism can positively affect the academic, linguistic, cultural, and identity development of multilingual pupils. Positive teacher attitudes towards the oma äidinkieli program are important because the program supports multilingual and multicultural development and supports the transition of foreign language speaking migrants into Finnish society. Also, as the oma äidinkieli program is a voluntary program for pupils, support from primary and lower-secondary teachers is needed in order for the program to be successful.

Multilingualism and multiculturalism are very common phenomena in the global world of today. People move into other countries and integrate in other cultures more than ever before. This Master's Thesis is a qualitative study on how multilingual people describe their linguistic and cultural identity and how it is to be a minority within the Swedish-speaking minority in Finland. The aim of this study is to increase the knowledge and understanding on people who represent a linguistic minority in the Swedish-speaking linguistic minority in Finland and how they describe their linguistic and cultural identity. The scientific approach of the study is phenomenological, which means that the study aims to describe the phenomenon of multilingualism, multiculturalism and integration based on informants' subjective experiences. Nine people were interviewed for this study, and the collected data were analysed using content analysis. All nine informants were living in the capital area of Finland when the interviews were done, but are born in another country. The results of this study demonstrate the significance of language and culture for a person's identity. The linguistic and cultural identities form during the entire course of life and can be seen as a lifelong process.

The aim of this study is to describe the expectations and experiences related to the promotion of the pedagogical competence of kindergarten teachers in multilingual and multicultural day-care centres, the operations of which have been supported by raising the number of kindergarten teachers from one to two in the care groups. This was enabled by the "positive discrimination funding" offered to those City of Helsinki day-care centres where the number of multilingual and -cultural children exceeds 30%. Three main questions emerged as the research questions. 1. What kind of expectations do kindergarten teachers in a multilingual and multicultural day-care centre have at the beginning of the enhancement of their pedagogical competence? 2. What kind of experiences have kindergarten teachers in a multilingual and multicultural day-care centre acquired during the enhancement of their pedagogical competence? 3. What similarities and differences exist between the expectations and experiences of kindergarten teachers with respect to the enhancement of their pedagogical competence? The sub-questions of the two main questions relate to the activities of the care group, collaboration with the work community, cooperation partners and parents, and any other expectations and later experiences. The study is qualitative, and interviews served as the method for collecting information. The informants included six kindergarten teachers working in three day-care centres of city. Theme interviews as a research method were carried out twice for each informant; one in the autumn and one in the spring. Results include such aspects as small-group pedagogy, the pedagogy of play, child observation, activities planning, teamwork and cooperation with the other kindergarten teacher working in a Finnish-as-a-second-language setting in the area. In contrast, the development of professional identity and the processing of professional and pedagogical competence are already mentioned as expectations by two kindergarten teachers, but identified as experiences by several of them.

My Bachelor's thesis examines the connection between language and identity in the life of a multilingual child aged up to six years. There is plenty of prior research related to learning a language as well as the link between language and identity. On the other hand, it has been difficult to find comprehensive information regarding how a mother tongue and a second language or multilingualism and identity impact each other. My assumption nonetheless was that a minority language child of a lower status gradually develops into a higher status child through her or his progression in second language skills. My thesis is a literature review and it is based on the theories of an everchanging nature of identity by Hall (2002) and Bauman (2001) as well as theories by Cummins (1986; 2000; 2001) based on which language development is a dynamic process, with simultaneous development of first and second languages. With respect to mother tongue, I have relied on the theories of Skutnabb-Kangas (1988) and the theories of Karmiloff and Karmiloff Smith (2002) related to mother tongue acquisition and development as an interactive process between an individual and his or her environment. As to the second language, I have relied on the theories of Baker (2000) and Krashen (2013). I have selected content analysis as the method of my research as it is suitable for carrying out a systematic theoretical review. I conducted my research by analyzing and summarizing information from several selected studies and by categorizing this information into three different groups, based on which I have drawn the conclusions of my research. The results show that a child's identity development is dependent on the child feeling respected in the kindergarten. If the child feels accepted the way he or she is regardless of his or her background, the impacts on his self-esteem and identity development are positive. The child feels belonging to the group and is involved. Prerequisite for this is that the child is able to read and write in both languages. In this case multilingualism benefits the child since it is linked with success. If the child does not have the sense of being respected in the kindergarten, it poses a risk to the development of both of his languages and identity. In such a case multilingualism causes harm to the child’s learning and success, which can lead to social exclusion.

In the context of globalization's profound influence on societal structures, this study delves into the linguistic landscapes of six prominent museums in Helsinki, Finland, exploring how multilingualism and multiculturalism are manifested and integrated within these cultural institutions. Against the backdrop of Finland's rich cultural and linguistic diversity, which includes not only its national languages, Finnish and Swedish, but also a growing number of international languages due to migration and global mobility, this research seeks to understand the extent to which Helsinki's museums accommodate and reflect this linguistic plurality. The research employs a qualitative methodology, analyzing both on-site and digital linguistic representations through signage, pamphlets, informational plaques, and website content. By examining the presence and integration of multiple languages, the study aims to assess the museums' efforts in promoting linguistic inclusivity and accessibility, aligning with Finland's language policies and the broader objectives of cultural inclusiveness. Findings from this study reveal a predominant adherence to a trilingual model, offering information in Finnish, Swedish, and English, which not only reflects national language policies but also caters to the practical need for English as a lingua franca among international visitors. However, the research also uncovers disparities in the representation and accessibility of other languages, notably Russian, highlighting areas for improvement in achieving greater linguistic inclusivity. This study contributes to the broader discourse on multiculturalism, linguistic diversity, and public space accessibility, offering insights into how cultural institutions like museums can navigate the complexities of a multilingual society. It underscores the need for a more inclusive approach that goes beyond the trilingual model to embrace the full spectrum of linguistic diversity present in Helsinki, thereby fostering a more inclusive and accessible cultural environment for all visitors.

This thesis explores the language practices, attitudes, and identities of multilingual couples that use English as a lingua franca in the relationship (ELF couples). The goal is to investigate how these couples utilize their multilingual resources and if they report using translanguaging or other language mixing practices. As a part of ELF couples’ language practices, the family language practices of families formed by ELF couples as parents are also addressed. Furthermore, the study aims to find out what kinds of attitudes ELF couples have towards translanguaging, as well as how the use of English as a lingua franca shows in their language identities. Earlier research has shown that translanguaging is an essential part of the use of English as a lingua franca especially in the context of informal social contact and close relationships. However, ELF couples as a target group have been studied little and most of the research so far has been qualitative. The focus in this thesis is quantitative, and the study was conducted using an online questionnaire which received 563 suitable responses. The main findings show that while the primary language used in ELF couples’ conversations is usually English, also the partners’ first languages are used to a varying extent. Translanguaging is present in ELF couples’ language practices also in larger scale, even though varying results regarding this aspect showcase the uniqueness of individual couples’ language practices. Moreover, the couples have positive attitudes towards language mixing in general, and many of them respond to it in a relaxed manner. Regarding ELF couples’ language identities, the data shows that the couples often identify themselves as English-speakers but also multilinguals, both individually and as a couple. Consequently, English as a lingua franca seems to have an important role in the relationships, and many of the couples report difficulties in attempts or even unwillingness to change the main language of the relationship to something else than English after having started the relationship using English as a lingua franca. The results also show that language mixing is used much less in the family context when addressing children, and that children seem to be one of the main triggers for more conscious language practices.