Browsing by Subject "ruotsin oppiminen"

Based on the reformations of the National Curriculum (2016; 2020) children start their Swedish studies in Finnish comprehensive school earlier than before, no later than on the sixth grade. However, studies on beliefs of Swedish learning in Finland have been more focused on older students, less on primary school students. Thus, the purpose of this study was to find out where and how children perceive learning Swedish. In addition, by utilizing the Process model of L2 motivation by Dörnyei and Ottó (1998), the choice motivation of children was investigated. Based on the children´s beliefs, this study gives suggestions to improve Swedish education. This study was a qualitative case study performed on a science camp combining mathematics and languages. 26 children participated both the camp and the study. The data was gathered with semi-structured interviews and drawings. The data was analysed with the help of a phenomenographic analysis. The most common belief was that Swedish was learned in school through reading textbooks and completing exercises. On the other hand, a few believed Swedish was learned outside of institutions, from close relatives and by travelling. The majority of the children experienced a positive choice motivation towards learning Swedish in the future. The most common orientation behind the positive choice motivation was communication and being in touch with culture. The children showed interest towards Swedish culture and they wanted to learn to speak Swedish in order to communicate with Swedish-speaking people. Most had positive beliefs towards their capabilities to learn Swedish, and beliefs towards Swedish language and Swedes were neutral. To counterbalance textbook focused education, the study suggests a more functional approach to teaching languages which supports use of the language outside of school. It is also important to discuss in class why Swedish is studied and to use authentic teaching materials. It would be beneficial to expand language learning to include more ordinary life settings outside of school.