Mistä puhumme, kun puhumme kielikasvatuksesta? Soveltava näkökulma kieltenopetukseen
What do we talk about when we talk about language pedagogy? An applied perspective on teaching languages
DOI:
https://doi.org/10.30660/afinla.160731Avainsanat:
kielikasvatus, kielikasvatuksen määritelmä, kielikasvatuksen teoreettinen perustaAbstrakti
‘Kielikasvatus’ (language pedagogy education) is a well-established term in Finland. It has a central role, for instance, in the national core curriculum for languages in basic education. However, as a concept, ‘kielikasvatus’ has remained somewhat vague. It seems to cover everything from the identity of the language user through intercultural encounters to authentic assessment of language proficiency. ‘Kielikasvatus’ is also quite a Finnish term, as its English translation, for instance, does not seem to reach the core of the term comprising dialogism and educational philosophy. This article presents the framework of ‘kielikasvatus’ and the groundwork done by Viljo Kohonen and Sauli Takala, both honorary members of AFinLA. Based on the framework, the article proposes a definition which tries to encapsulate the multidimensionality of ‘kielikasvatus’. The article also examines how ‘kielikasvatus’ is embedded in the field of applied linguistics.
