Luokanopettajaopiskelijat kielellisiä havaintojaan selittämässä

Student teachers explaining their linguistic observations

Authors

• Mari Hankala University of Jyväskylä
• Päivi Torvelainen University of Jyväskylä
• Eija Aalto University of Jyväskylä
• Merja Kauppinen University of Jyväskylä
• Sanna Mustonen University of Jyväskylä
• Mirja Tarnanen University of Jyväskylä

DOI: https://doi.org/10.30661/afinlavk.143449

Keywords:

language awareness, student teachers, metalinguistic knowledge, pedagogical notions

Abstract

In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.