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Browsing by Subject "flerspråkighet"

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  • Barns förhållningssätt gentemot andra språk : en kvalitativ videoanalys av interaktion mellan barn i en flerspråkig kontext 
    Nyman, Maria (2019)
    The material that has been analyzed for this study consists of video recordings from Natur & Språk’s [Nature & Language’s] multilingual summer camps. The aim was to study the children’s interactions and conversations at the camps, focusing on their stances towards other languages. A further aim was to study the results in relation to the National Core Curriculum for Basic Education 2014. The research questions focus on how the children in their conversations express their stances and positions towards other languages, and how this can be related to the views on language stated in the national core curriculum. The respondents were between 8 and13 years old and spoke either Swedish or Finnish while some were bilingual. The video recordings of the conversations between the children were transcribed and analyzed through thematic analysis. The transcripts were additionally analyzed through a sociolinguistic perspective by studying the children’s stance. The theoretical framework of this study was based upon stance. As a result of the analysis, four main categories were found that represented the children’s varied ways of expressing their stances towards other languages, as well as other people’s language choices and backgrounds. The children categorized themselves and others in relation to languages and/or language groups. They showed expectations regarding their own and/or other’s competence. They expressed comments or whishes about language choice and showed orientation towards language learning. These results demonstrate that multilingual practices with language encounters create opportunities for children to challenge themselves and develop their language awareness, their stances and interests in other languages. In relation to this, parallels were drawn to the views on language stated in the National Core Curriculum, with its aims concerning language awareness and cultural diversity. Therefor this study can contribute with insight in regard to the potential that multilingual practices and activities have to offer in different educational contexts. This study is written in collaboration with the project Natur & Språk [Nature & Language], a collaboration between the Finnish Society for Nature and Environment, the Finnish Nature League and the Faculty of Educational Sciences at the University of Helsinki.
  • Hur möts de flerspråkiga eleverna i finlandssvenska högstadieskolor i huvudstadsregionen? : en studie om speciallärarnas uppfattningar och språkstödande policy i flerspråkiga elevers skolvardag 
    Ronnholm, Helena (2020)
    In this research I have examined how multilingual students are met in Swedish speaking secondary school in the metropolitan area of Helsinki. I have looked at the challenges and possibilities the minority schools have in offering education for a minority group. My research is based on interviews with seven special education teachers in four different secondary schools in the area, as the special educations teacher plays a major role in the multilingual students educational path. As a base in my research I used Cummins framework for school language policy development. Cummins states that a successful language acquisition requires both cognitive engagement and identity investment. These two correlate, as they strengthen or weaken each other. The material was thematized in two categories according to Cummins model for learning the knowledge-oriented language. The first category, Relationships between teaching and learning, consists of measures and structures that either support the multilingual student's knowledgeoriented language learning in school, or do not. The second category, The strengthening of the student's self-image, consists of the action or structures found in the schools that either support the multilingual student's self-image and identity development, or do not. The strong role that the Finnish language has in the Swedish speaking schools in the Capital Region can have both a positive and a negative impact on the multilingual pupils' schooling. On the one hand, the Finnish language acts as an axcluding factor in the school community, but at the same time there is evidence that the teaching in these bilingual schools has been formed to be language supporting, which could benefit the multilingual students.

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