Jokainen yhteisö ja yhteisön jäsen on monikielinen. Eri kielten käyttö rinnakkain koulun arjessa nähdään luontevana ja kieliä arvostetaan.(Perusopetuksen opetussuunnitelman perusteet 2014: 28) Varje gemenskap och varje medlem i gemenskapen är flerspråkig. Det ska vara naturligt att använda olika språk parallellt i skolans vardag och språk ska värdesättas.(Grunderna för läroplanen för den grundläggande utbildning 2014: 28
In this study, we apply Gries and Deshors’s (2014) and Deshors and Gries’s (2016) MuPDAR(F) approach to explore the use of synonymous adjectives tärkeä (i.e. “important”) and keskeinen (i.e. “central”) in academic native and advanced learner Finnish, linking the phenomenon with the general assumptions of usage-based cognitive linguistics. This method confidently modelled the differences between using near-synonyms in native data and distinguished between native-like and non-native-like uses in learner data. Crucially, it differentiated between the contexts in which one synonym was clearly favoured and those in which either one was acceptable, in accordance with Gries and Deshors (2020). The results suggest that Finnish learners fairly coherently follow the tendencies of native speakers, but several variables differentiate their use of synonyms from the latter’s. We interpret the differences to reflect complexity- and prototypicality-related phenomena. On the one hand, learners use more common options more often. On the other, non-nativelike adjectives are used only in contexts that are structurally in the most prototypical and least complex form, suggesting that learners employ complexity-related structural alternations – e.g., non-prototypical grammatical subjects or degree modifiers – after lexical alternations.
Artikkelissa käsitellään lukupiiriä aikuisten maahanmuuttaneiden yhteisöllisen oppimisen menetelmänä. Lähtökohtana oli suomen kielen oppimisen edistäminen ja näkemys kielestä kulttuurin erottamattomana osana. Aineistona ovat korkeakoulutettujen maahanmuuttaneiden lukupiirin keskustelut, lukupäiväkirjat ja loppuhaastattelut. Korostamme dialogisuutta painottavaa oppimiskäsitystä: oppiminen on sosiaalista toimintaa. Lähestymme dialogisuutta ylirajaisuuden kautta: se haastaa kulttuurien vastakkainasettelua tai niiden näkemistä toisistaan erillisinä kokonaisuuksina. Hyödynnämme kirjallisuuspedagogiikkaa ja kirjallisuuden ylirajaisuuden teoriaa sekä feminististä pedagogiikkaa, joka painottaa paikantumista sekä eroja ja valtasuhteita tiedontuotannossa. Kehittelemämme ajatus ”ylirajaisesta lukemisesta” ottaa huomioon osallistujien erilaiset kielelliset taustat ja lähtömaat. Pohdimme lukemisen ylirajaisuutta ensin yhteisöllisen oppimisympäristön edistämisen kannalta. Tutkimme ’oletetun lukijan’ avulla kulttuuristen erontekojen hankaluuksia ja lukupiirin tuottamia tai purkamia rajanvetoja ’meidän’ ja ’muiden’ välillä. Lopuksi keskitymme lukupiirikirjan valintakriteereihin kielen oppimisen kannalta ja avaamme näkökulmaamme kaunokirjallisuuden hyötyyn kielen oppimisessa.
This study examined students’ (N = 659) and teachers’ (N = 74) stances toward linguistic and cultural diversity in Finland after national educational policy reforms. The students’ and teachers’ stances were positive, and the students felt appreciated at school; however, differences were found based on the gender, age, and first language of the students and between teacher groups. Positive stances toward languages and language use seemed to decrease with age, and older students and students with other L1 than Finnish had a lower sense of belonging. Targeted attention should be paid to further increasing culturally sustaining and linguistically responsive school cultures.
The Declaration of a Nordic Language Policy stipulates that all Nordic residents have the right to preserve and develop their mother tongue and their national minority languages. Hence, this article investigates the question of mother tongue education for linguistic minority students. Through four ‘telling cases’, the article explores how four Nordic countries, Denmark, Finland, Norway, and Sweden, orient towards mother tongues, Indigenous and national minority languages in their educational policies. Drawing on Ruíz’ (1984) framework of orientations in language planning, we investigate the following question: In what ways are mother tongues framed as rights, resources, or problems in four telling cases of educational policy in Denmark, Finland, Norway and Sweden? The analysis of the telling cases shows that although all four countries provide various forms of mother tongue education, thus apparently aligning with the intentions in the Declaration of a Nordic Language Policy, there are important differences between the provisions. Nevertheless, across the four countries, the official national languages are placed at the top of a language ideological hierarchy. The official national languages are followed by national minority languages as mother tongues. These languages are awarded rights but are not considered resources for the whole population (e.g., Ruíz, 1984). The Danish telling case inserts a supranational layer in the hierarchy, namely mother tongues with status as official languages in the European Union. The hierarchy of mother tongues thus reflects how some types of mother tongues are more readily granted rights and considered to be resources than others.
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