Browsing by Author "Pohjola, Ann-Mari"

Goal. The aim of this thesis is to study multilingualism and the role of linguistic diversity in teaching in a Finnish-Swedish school context. Previous research has emphasized that multilingualism should be considered as the normal starting point in teaching and seen as a resource. In order to achieve the purpose of the thesis, I have formulated the following research questions. What influences classroom teachers' perception of multilingualism in school? What is the perception of multilingualism as part of teaching by teachers? Methods. The thesis used a qualitative research method with a phenomenographic approach. As a material collection method, semi-structured interviews were used. Five class teachers from three different Swedish-language schools, in two different medium-sized municipalities in southern Finland, participated in the research. During the interviews, the informants worked with grades one to two and five to six. The material was analyzed using qualitative analysis. With the help of the qualitative analysis, the class teachers' voice was highlighted on how multilingualism is perceived in today's school and as part of the teaching. Results and conclusions. The teachers who participated in the thesis perceived multilingualism in school, as something that is influenced by society and the operating culture. Multilingualism was perceived as a positive resource, which increases openness between different actors in the school, and which increases tolerance for differences and diversity. That multilingualism was perceived as a positive resource reduced prejudice in school. Multilingualism as part of teaching was perceived to be related to teacher identity, learning and language awareness. The teachers described that multilingualism can be a source of knowledge and function as a support for learning. The results showed that it is important to support students' multilingual background in order to strengthen students' self-esteem and cultural identity. The teachers' language awareness was described as a relevant factor, which influenced how multilingualism is perceived in connection with teaching. This shows a broad phenomenon that needs to be examined and made more aware of in the future.