Browsing by Subject "laaja-alainen oppiminen"

Integrating languages into teaching has often been approached through, for example, language immersion or bilingual education, in which case the language is integrated into other learning or is used as a learning tool. Both language immersion teaching and bilingual teaching, which in Finland is better known as CLIL teaching, have been studied a lot in the world and in Finland (Lazaruk, 2007; Björklund, Mård-Miettinen & Turpeinen, 2007; Johnson & Swain, 1997). The integration of other subjects into language teaching has therefore not been studied much specifically from the point of view where these subjects are included in language teaching, and they support the development of the language. However, language teaching and its development have been studied, for example, by integrating music in language teaching (Goering, & Johnson, 2016). The status of the Swedish language in Finland affects the fact that already in the Na- tional Core Curricular for Education transversal competence is also discussed in connection with the teaching of the Swedish language. It is therefore justified to study the integration of other subjects into the teaching of Swedish. The aim of this thesis is to examine how teachers of different syllabuses in Sweden integrate other subjects into their teaching, and to find out whether the syllabus influences the integrated subjects or the ways in which other subjects are integrated as part of the teaching. This study was conducted using qualitative approach. The data in my research were ready-made interviews that had been collected for the Äiru 1.0 project executed as a collaboration between the University of Helsinki and Åbo Akademi. Ten Swedish teachers from all over Finland participated in the interviews, and the interviews were implemented via remote accesses during the spring and fall of 2022. The data was analysed using data-based content analysis. The results of the study showed that, regardless of the syllabus, the teachers integrated similar subjects into the teaching and used similar methods to execute the integration. The integration of subjects into teaching Swedish was divided into four categories which were: integration based on the National Core Curricular for Education, integration of other subjects arising from the contents of the textbook, the teacher's spontaneous associations and conscious integration with other teachers.