Multilingual learning environments in early childhood education in Finland
DOI:
https://doi.org/10.58955/jecer.129339Avainsanat:
learning environments, pedagogical translanguaging, multilingual children, language policiesAbstrakti
Increasing linguistic diversity creates a need to construct early learning environments as spaces where children’s whole multilingual repertoires are represented. The purpose of these spaces is to support the crossing of linguistic boundaries during collaborative, play-based activities. In Finland, the language policies of the National Core Curriculum for Early Childhood Education and Care have been changed to promote multilingualism. This study focuses on data provided by early childhood education and care (ECEC) staff, documenting changing language policies in learning environments through the management of space and practice. The study analyzes what ECEC staff (N = 81 participant groups) report on constructing multilingual learning environments and what type of barriers and enablers are described as present in such environments. Theoretically, the analysis draws on pedagogical translanguaging. The data were collected using the LangPeda tool, and the participant groups’ textual documents were scrutinized via qualitative content analysis. The findings suggested that although most of the groups’ textual documents reflected either pre-planned or spontaneous pedagogical translanguaging, not all the groups were eager to change their monolingual practices. Linguistic hierarchies were found, and the development of children’s linguistic repertoires appeared to be hindered by misconceived understanding of language learning. Enabling pedagogical translanguaging to become part of ECEC institutions’ (spatial) practices requires sufficient resources, materials, and systematic education for ECEC staff.
Lähdeviitteet
Aalto, E., Skinnari, K., Mård-Miettinen, K., & Siponkoski, M. (2022). Opettajaopiskelijoiden kielitoinen toimijuus monikielisten oppijoiden etäohjauksessa. Ainedidaktiikka, 6(1), 23−46. https://doi.org/10.23988/ad.109917
Aerila, J.-A., Tyrer, M., Harju-Luukkainen, H., Repo, E. & Bayram, S. (2023). Implementing multilingual pedagogy in Finnish ECEC groups – From monolingual practices towards more systematic approaches [manuscript submitted for publication].
Alisaari, J., Heikkola, L.-M., Commins, N., & Acquah, E. (2019). Monolingual practices confronting multilingual realities. Finnish teachers' perceptions of linguistic diversity. Teaching and Teacher Education, 80, 48−58. https://doi.org/10.1016/j.tate.2019.01.003
Alstad, G. T., & Mourão, S. (2021). Research into multilingual issues in ECEC contexts: proposing a transdisciplinary research field. European Early Childhood Education Research Journal 29(3), 319–35. https://doi.org/10.1080/1350293X.2021.1928845
Alstad, G. T., & Sopanen, P. (2021) Language orientations in early childhood education policy in Finland and Norway. Nordic Journal of Studies in Educational Policy, 7(1), 30–43. https://doi.org/10.1080/20020317.2020.1862951
Arvola, O., Reunamo, J., & Kyttälä, M. (2020). Kohti kieli- ja kulttuuritietoista kasvatusta. Kasvattajat lasten osallisuuden mahdollistajina varhaiskasvatuksen oppimisympäristöissä. Ammattikasvatuksen aikakauskirja, 22(1), 44–60.
Association for Language Awareness (2020). Association for Language Awareness. Retrieved from www.languageawareness.org
Bergroth, M., & Hansell, K. (2020). Language-aware operational culture: Developing in-service training for early childhood education and care. Apples - Journal of Applied Language Studies, 14(1), 85–102. https://doi.org/10.17011/apples/urn.202006043978
Bernelius, V., & Huilla, H. (2021). Koulutuksellinen tasa-arvo, alueellinen ja sosiaalinen eriytyminen ja myönteisen erityiskohtelun mahdollisuudet (Valtioneuvoston julkaisuja 2021, 7). Valtioneuvoston kanslia. http://urn.fi/URN:ISBN:978-952-383-761-4
Blommaert, J. (2013). Ethnography, superdiversity and linguistic landscapes: Chronicles of complexity. Multilingual Matters.
Blommaert, J., & Backus, A. (2011). Repertoires revisited: 'Knowing language' in superdiversity. Working Papers in Urban Language and Literacies, 67, 1−26.
Blommaert, J., Collins, J., & Slembrouck, S. (2005). Spaces of multilingualism. Language & Communication, 25, 197−216. https://doi.org/10.1016/j.langcom.2005.05.002
Borg, S. (2006). Teacher cognition and language education. Continuum. https://doi.org/10.1057/9780230523470_10
Cenoz, J., & Gorter, D. (2017). Translanguaging as a pedagogical tool in multilingual education. In J. Cenoz, D. Gorter & S. May (Eds), Language awareness and multilingualism. Encyclopedia of language and education (pp. 309–322). Springer. https://doi.org/10.1007/978-3-319-02240-6_20
Cenoz, J., & Gorter, D. (2021). Pedagogical translanguaging (Elements in language teaching). Cambridge University Press. https://doi.org/10.1017/9781009029384
Cenoz, J., & Gorter, D. (2022). Pedagogical translanguaging and its application to language classes. RELC Journal, 53(2), 342–354. https://doi.org/10.1177/00336882221082751
Cenoz, J., Gorter, D., & May, S. (Eds.) (2017). Language awareness and multilingualism. Encyclopedia of language and education. Springer. https://doi.org/10.1007/978-3-319-02240-6
Collins, A., Joseph, D., & Bielaczyc, K. (2004). Design research: Theoretical and methodological issues. Journal of Learning Sciences, 13(1), 15−42.
Council of Europe (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Council of Europe.
Creese, A., & Blackledge, A. (2015). Translanguaging and identity in educational settings. Annual Review of Applied Linguistics, 35, 20−35. https://doi.org/10.1017/S0267190514000233
Conteh, J., & Meier, G. (2014). The multilingual turn in languages education: Opportunities and challenges. Multilingual Matters. https://doi.org/10.21832/9781783092246
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters. https://doi.org/10.21832/9781853596773
Cummins, J. (2021a). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters. https://doi.org/10.21832/9781800413597
Cummins, J. (2021b). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.), Pedagogical translanguaging: Theoretical, methodological and empirical Perspectives (pp. 7–36). Multilingual Matters.
Duarte, J. (2019). Translanguaging in mainstream education: a sociocultural approach. International Journal of Bilingual Education and Bilingualism, 22(2), 150−164. https://doi.org/10.1080/13670050.2016.1231774
Dufva, H. (2018). Outoa kieltä ymmärtämässä - näkökulmia monikieliseen kielitietoisuuteen. In L. Nieminen, A. Yliherva, J. Alian & S. Stolt (Eds.), Monimuotoinen monikielisyys: Puheen ja kielen tutkimuksen päivät Helsingissä 5.−.6.4.2018 (pp. 66−77). Puheen ja kielen tutkimuksen yhdistyksen julkaisuja, 50. Puheen ja kielen tutkimuksen yhdistys.
Dufva, H. (2020). Mitä ihmiset osaavat, kun he osaavat kieltä? Henkilökohtainen repertoaari ja sen multimodaalisuus. In S. Grasz, T. Keisanen, F. Oloff, M. Rauniomaa, I. Rautiainen & M. Siromaa (Eds.), Menetelmällisiä käänteitä soveltavassa kielentutkimuksessa – Methodological Turns in Applied Language Studies. AFin-LAn vuosikirja 2020. Suomen soveltavan kielitieteen yhdistyksen julkaisuja 78 (pp. 17–32). https://journal.fi/afinlavk/article/view/89461
Einarsdottir, J., & Wagner, J. (2006). Nordic ideals as reflected in Nordic childhoods and early education. In J. Einarsdottir & J. Wagner (Eds.), Nordic childhoods and early education: Philosophy, research, policy, and practice in Denmark, Finland, Iceland, Norway and Sweden (pp. 1–12). IAP-Information Age Publ.
Finnish Ministry of Education and Culture (2019). Maahanmuuttajien koulutuspolut ja integrointi: Kipupisteet ja toimenpide-esitykset III (Opetus- ja kulttuuriministeriön julkaisuja 2019:1). Finnish Ministry of Education and Culture.
Finnish National Agency for Education (EDUFI) (2018). National core curriculum for early childhood education and care (Regulations and guidelines 2018: 3c). Finnish National Agency for Education. https://www.oph.fi/en/statistics-and-publications/publications/national-core-curriculum-early-childhood-education-and
Finnish National Agency for Education (EDUFI) (2022). National core curriculum for early childhood education and care (Regulation OPH-700-2022). Finnish National Agency for Education. https://www.oph.fi/sites/default/files/documents/National%20core%20curriculum%20for%20ECEC%202022.pdf
From, T. (2020). Speaking of space: An ethnographic study of language policy, spatiality and power in bilingual educational settings [Doctoral Dissertation, University of Helsinki]. Helsinki Studies in Education, number 94.
García, O., & Kleifgen, J. (2018). Educating emergent bilinguals: Policies, programs and practices for English learners. Teachers College Press.
García, O., & Wei. L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan. https://doi.org/10.1057/9781137385765
Gort, M., & Sembiante, S. F. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7−25. https://doi.org/10.1080/19313152.2014.981775
Gulson, K., & Symes, C. (2007). Knowing one’s place. Educational theory, policy, and the spatial turn. In K. Gulson & C. Symes (Eds.), Spatial Theories of Education (pp. 1–16). Routledge.
Harju-Luukkainen, H., Tyrer, M., & Aerila, J.-A. (2022). Koontiraportti KOAVA – Kielitietoisen oppimisympäristön arviointi varhaiskasvatuksessa. University of Turku. https://www.utu.fi/kieku
Harju-Luukkainen, H., Gyekye, M., Thurin, N., Kekki, N., & Tyrer, M. (2020). KieliPeda tool [LangPeda: Developing language-aware pedagogy in early childhood education and care]. University of Turku. https://www.utu.fi/kieku
Heller, M. (2006). Linguistic minorities and modernity: A sociolinguistic ethnography. Longman.
Hélot, C., & Ó Laoire, M. (2011). Language policy for the multilingual classroom. Pedagogy of the possible. Multilingual Matters. https://doi.org/10.21832/9781847693686
Honko, M., & Mustonen, S. (2020a). Miten monikielisyys ja kielitietoiset toimintatavat koetaan varhaiskasvatuksessa? Journal of Early Childhood Education Research, 9(2), 522−550. https://journal.fi/jecer/article/view/114145
Honko, M., & Mustonen, S. (2020b). Varhaista monikielisyyttä tukemassa: Kielitietoiset toimintatavat varhaiskasvatuksessa. Kasvatus, 51(4), 439−454.
Hornberger, N., & Johnson, D.C. (2007). Slicing the onion ethnographically: Layers and spaces in multilingual language education policy and practice. TESOL Quarterly, 14(3), 509–532. https://doi.org/10.1002/j.1545-7249.2007.tb00083.x
Jaspers, J. (2018). The transformative limits of translanguaging. Language & Communication, 58, 1−10. https://doi.org/10.1016/j.langcom.2017.12.001
Jessner, U. (2006). Linguistic awareness in multilingualism: English as a third language. Edinburgh University Press. https://doi.org/10.1515/9780748626540
Jørgensen, J., Karrebæk, M., Madsen, L., & Møller, J. (2011). Polylanguaging in superdiversity. Diversities, 13(2), 23−37.
Kayi-Aydar, H. (2014). Social positioning, participation, and second language learning: Talkative students in an academic ESL classroom. TESOL Quarterly, 48(4), 686−714. https://doi.org/10.1002/tesq.139
Kirsch, C., & Mortini, S. (2021). Engaging in and creatively reproducing translanguaging practices with peers: a longitudinal study with three-year-olds in Luxembourg. International Journal of Bilingual Education and Bilingualism, 26(8), 943–959. https://doi.org/10.1080/13670050.2021.1999387
Kirsch, C., & Seele, C. (2020). Translanguaging in early childhood education in Luxembourg: From practice to pedagogy. In J. A. Panagiotopoulou, L. Rosen & J. Strzykala (Eds.), Inclusion, education and translanguaging: How to promote social justice in (Teacher) Education? (pp. 63−81). Springer.
Kiviniemi, K. (2015). Design- eli suunnittelututkimus opetus- ja kasvatusalalla. In R. Vallii & J. Ahola (Eds.), Ikkunoita tutkimusmetodeihin (pp. 220−240). Jyväskylä: PS-kustannus
Krippendorff, K. (2012). Content analysis: An introduction to its methodology (3rd ed.). Sage.
Lantolf, J., & Thorne, S., (2006). Sociocultural theory and the genesis of second language development. Oxford University Press. https://doi.org/10.1017/S0272263106060037
Lehtonen, H. (2021). Kielitaitojen kirjo käyttöön, limittäiskieleilyä luokkaan. In M. Ahlholm, I. Piippo & P. Portaankorva-Koivisto (Eds.), Koulun monet kielet. Plurilingualism in the School (pp. 70−90). AFinLA-e: soveltavan kielitieteen tutkimuksia, 13. Suomen soveltavan kielitieteen yhdistys AFinLA ry. https://doi.org/10.30660/afinla.100292
Lourenço, M., Andrade, A.I., & Sá, S. (2018). Teachers’ voices on language awareness in pre-primary and primary school settings: implications for teacher education. Language, Culture and Curriculum, 31(2), 113–127. https://doi.org/10.1080/07908318.2017.1415924
May, S. (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.
McKenney, S., & Reeves, T. (2019). Conducting educational design research (2nd ed.) Routledge.
Miller, E. (2014). The language of adult immigrants: agency in the making. Multilingual Matters. https://doi.org/10.21832/9781783092055
Pontier, R., Destro Boruchowski, I., & Olivo, L. (2020). Dynamic language use in bi/multilingual early childhood education contexts. Journal of Culture and Values in Education, 3(2), 158−178. https://doi.org/10.46303/jcve.2020.18
Pramling, N., & Pramling Samuelsson, I. (2011). Introduction and frame of the book. In N. Pramling & I. Pramling Samuelsson (Eds.), Educational encounters: Nordic studies in early childhood didactics (pp. 1–13). Springer.
Repo, E. (2023). Together towards language-aware schools. Perspectives on supporting increasing linguistic diversity [Doctoral dissertation, University of Turku]. Annales Universitatis Turkuensis, B 611. https://urn.fi/URN:ISBN:978-951-29-9178-5
Repo, E. (2020). Discourses on encountering multilingual learners in Finnish schools. Linguistics and Education, 60(2), 100864. https://doi.org/10.1016/j.linged.2020.100864
Roehr, K., & Gánem-Gutiérres, G. (2009). Metalinguistic knowledge: A stepping stone towards L2 proficiency. In A. Benati (Ed.), Issues in second language proficiency (pp. 79−94). Continuum.
Ricento, T. (2006). An introduction to language policy: Theory and method. Blackwell Publishing.
Ricento, T., & Hornberger, N. (1996). Unpeeling the onion: language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401−427. https://doi.org/10.2307/3587691
Schreier, M. (2012). Qualitative content analysis in practice. Sage.
Schwandt, T. (2003). Three epistemological stances for qualitative inquiry: Interpretativism, hermeneutics and social constructionism. In N. Denzin & Y. Lincoln (Eds.), The landscape of qualitative research: Theories and issues (pp. 292−331). Sage.
Statistics Finland (2019/2023). Statistics on Finnish society. https://www.stat.fi/
Sopanen, P. (2018). Kielitietoisuus uudessa varhaiskasvatussuunnitelmassa. Kieli, koulutus ja yhteiskunta, 9(3).
Symons, C. (2021). Instructional practices for scaffolding emergent bilinguals' comprehension of informational science texts. Pedagogies: An International Journal, 16(1), 62−80. https://doi.org/10.1080/1554480X.2020.1738938
Tarnanen, M., & Palviainen, Å. (2018). Finnish teachers as policy agents in a changing society. Language and Education, 32(5), 428−443. https://doi.org/10.1080/09500782.2018.1490747
Tuomi, J., & Sarajärvi, A. (2018). Laadullinen tutkimus ja sisällönanalyysi (Revised ed.). Kustannusosakeyhtiö Tammi.
van Lier, L. (2008). Agency in the classroom. In J. Lantolf & M. Poehner (Eds.), Sociocultural theory and the teaching of second languages (pp. 163−186). Equinox.
Vygotsky, L. S. (1962/1986). Thought and language. MIT Press. https://doi.org/10.1037/11193-000
Young, A. (2018). Language awareness, language diversity and migrant languages in the primary school. In P. Garrett & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 23−39). Routledge.
Wright, T. (2002). Doing language awareness: Issues for language study in language teacher education. In H. Trappes‐Lomax & G. Ferguson (Eds.), Language in language teacher education (pp. 113−130). John Benjamin. https://doi.org/10.1075/lllt.4.09wri
