Browsing by Subject "5-sukupolvi"

The identification of the first and the second generation of immigrants and the language skills of the population, in particular, the second generation on the basis of the statistics is proven to be challenging. In The United States there has been developed a system to divide immigrant generations into different categories to clarify the statistics, as well as to provide information about integration and language skills. Generations are divided into seven different categories. The second generation of immigrants is further divided into generations 2,0 and 2,5, of which 2,5 generation, children of international partnerships are in my special interest and my research subject. The aim of my thesis was to identify the possible need of the 2,5 generation´s students to participate in Finnish as a second language and literature teaching, as well as participation in their own mother tongue education. In addition, my goal was to find out how does the primary school support 2,5-generation´s bilingualism and multicultural identity. My interest is focused especially for the 2,5-generation´s visibility and consideration of everyday life from the perspective of primary school language teaching. I will try to explain in this thesis also the possible reasons why are so few people involved in the Finnish as a second language teaching or in their mother tongue education. I carried out a qualitative Bachelor's descriptive literature review. As my sources I had immigration, language, education, identity and statistics related literature, the basis of which I explored the generation 2,5 and a consideration of the role of primary school, especially from the perspective of the mother tongue teaching. If comparing the 2,0 and 2,5 generations, the 2,5 generation´s position was weaker in their own mother tongue teaching than the 2,0 generation´s position. Finnish as a second language seemed to be not so important for generation 2,5. Parents' language choices and the child's mother tongue registration was instead in a crucial role in supporting multilingualism and multicultural identity both at home and at school. 2,5-generation children's language resources are valuable capital for both the individual and society in general. Generation 2,5 children´s parents need support and encouragement in order to use the valuable language resources.