Browsing by Author "Schüller, Ronja"

Globalization is changing and challenging our society. As a result of this change, there is also a growing possibility to develop well-functioning multilingual environments. In the future, teachers and leaders of different associations may often work in environments where two languages are used in parallel with one another. This leads us to the question, how to lead and communicate pedagogically using multiple languages? Multilingualism and multilingual schools, along with their potential, have been discussed in the Finnish media, which makes the discussion about multilingual practices relevant. This study’s aim is to examine how football coaches in a multilingual environment communicate and lead while using multiple languages. The thesis has been written in collaboration with the project UPS-HIFK, a cooperation between the University of Helsinki, FSI (Finlands svenska idrott) and the football club, HIFK. UPS-HIFK was part of a study project called “Ung på Svenska” which was financed by Kulturfonden. The study is inductive and qualitative and data has been gathered through both video and interviews. Moreover, the main participants consisted of four football coaches who were observed in their natural working environment. The coaches were also interviewed to get a deeper understanding of their experiences of the multilingual practice. The coaches’ leadership was examined through Chelladurai’s (2017) multidimensional leadership model as well as through transformational leadership theory; while the multilingual working methods were studied through García’s (2009) multilingual strategies. The results demonstrate a complex leadership role that is shaped by context, as well as players- and coaches’ characteristics. Furthermore, the coach and the environment supported the players' individual growth in many areas, including language development. The coach altered his language depending on the players' language skills and who he was communicating with. The multilingual strategies used could occasionally work as resources for the coaches’ leadership and communication. The coaches showcased a flexible and dynamic communication style that was supported by body language. Every coach had developed their own micro practice to cope in the multilingual working environment. The conditions were given, but every coach’s varying level of language skills and leadership style shaped the outcome of the praxis. The results show that a multilingual approach could be incorporated in other similar environments. However, leaders in these environments need to put effort into planning the work and language acquisition, while maintaining a positive an open mindset to reassure that the environment is pedagogical and developing for the participants.