Browsing by Subject "limittäiskieleily"
Now showing items 1-2 of 2
-
(2021)The aim of this research is to clarify experiences of six teachers with different qualifications about Language awareness in a simultaneous teaching -pilot program. This program has been implemented in schools in Helsinki. My objective in this research is to sort out teachers’ experiences about planning, implementation, possible effects, or changes within this program and how translanguaging has been used in teaching. Important theoretical concepts of this research are language awareness and translanguaging. In addition, I examine mother tongue teaching, Finnish as a second language teaching, preparatory teaching for newly arrived students and multilingualism in Finnish schools from the perspectives of Finnish school system and Finnish primary school curriculum. The character of this research is qualitative content analysis. In this research I will specify the material which I have collected by using semi-structured interviews and I will present themes that were established from the material. The material contains interviews of six teachers which have been part of the pilot program. In the material we can hear experiences of mother tongue teachers, class teacher, subject teacher, and Finnish as a second language -teacher, from the middle and elementary school point of view. The results of my research give indication about capabilities of language awareness simultaneous teaching in practice and what types of thoughts teachers have about multilingual, language awareness and translanguaging utilised in teaching during this pilot program. The main results of my research indicate that middle and elementary schools have differences between teachers pedagogical planning which depend on the qualifications of the teachers. In planning, structural challenges and difficulties occurred during scheduling. In the implementation there were differences in using different languages, for example the languages were centre of the teaching or part of teaching to support learning. Experiences of possible effects of the pilot program were developed in language skills, changes in motivation, individual and peer attitude in language skills, learning and support in work, knowing students, interests of teachers outside of the pilot program and parents’ varying feedback. Utilizing translanguaging and various types of languages in classes appeared dissimilar and the teacher’s role in multilingual interaction differed based on the qualifications of the teacher. The teachers experienced the pilot program overall as a positive, useful, and necessary matter. The need for this kind of language awareness simultaneous teaching in which mother tongue teachers work together with other teachers were reflected within the teachers’ experiences. There were many advantages which display that there might be a lack or shortage in linguistic support and in multilingualism becoming a norm in the Finnish comprehensive school.
-
(2023)With the global migration movement, even more classes have students whose strongest or clearest first language is some other than Finnish. However, only a few studies have been conducted on multilingual interaction practices in the classroom, and most of them have focused on schools in the capital area, although there are multilingual classrooms all over the Finland. In addition, studies have shown reserved attitudes towards multilingual classrooms. In this qualitative case study, the manifestations of translanguaging are investigated as part of the interaction in a multilingual classroom by examining in which activity sequences translanguaging occurs and who participates in the action. The study focuses especially on the person initiating a translanguaging and how the participation framework is determined and examines how multilingual turns are perceived in the classroom. The data for research has been collected from the second grade of an Eastern Finnish primary school. Of the nine students participating in research, most spoke other than Finnish as their heritage language. The data collection for the study was carried out using an ethnographic research method, combining field observations, video- and audio recordings. The study lasted two school days in the classroom, in addition to which a test recording was carried out. Manifestations of translanguaging were examined using conversational analysis. The findings of this study indicate that translanguaging turned out to work as a pedagogical resource, which was used for increasing mutual understanding or show a positive affective attitude towards the topic of speech. In the classroom, translanguaging functioned, among other things, as a demonstration of linguistic expertise and made it possible to hand over the turn to a certain speaker. Both the student and the teacher acted as initiators of multilingual shifts, but the study revealed that it is not always easy to identify the initiator of translanguaging in the context of an institutional discussion. Translanguaging can be seen as a pedagogical resource, which can originate from the students or the teacher, and which works as a creator of positive class spirit.
Now showing items 1-2 of 2