Språkmedvetenhet inom småbarnspedagogik – pedagogernas reflektioner över begreppet

Authors

• Katri Hansell Åbo Akademi
• Mari Bergroth Åbo Akademi

DOI: https://doi.org/10.70484/vakki.149310

Keywords:

fortbildning, lärande gemenskap, småbarnspedagogik, språkmedvetenhet, verksamhetskultur

Abstract

This study aims to examine how practitioners of Swedish-medium early childhood education and care in Finland reflect on language awareness (LA). The study is conducted within in-service training on language awareness and language stimulating working methods. The data consist of nine group discussions on a SWOT-task, with 41 primary participants participating the in-service training and 165 secondary participants from primary participants’ respective professional learning communities (PLCs). In the SWOT-task the participants reflected on six language-policy themes on LA in national policy documents that were presented as an introduction to the task. The practitioners discussed them first in their respective PLCs and then in small groups within the in-service training. The group discussions were audio-recorded and transcribed for qualitative content analysis. The analysis focus on the topics Finnish-Swedish bilingualism, bilingual education, and early language instruction in relation to i) starting points for language aware working methods, ii) language aware operational culture, and iii) minority-majority positions. The results show that the same insights often were treated as both strengths and (potential) weaknesses, and accentuate a need for support to implement into practice the language-aware educational policy highlighted in the steering documents.