Chapter 2. Integrating Multiple Languages in Immersion: Swedish Immersion in Finland

Björklund, Siv; Mård-Miettinen, Karita

doi:10.21832/9781847694041-005

Cited by 27 publications

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“…One solution is to offer a multitude of languages already at primary level. For instance, Finnish immersion education, where the pupils have been exposed to four languages before the age of 12, has led to more positive attitude towards the different languages (Björklund and Mård-Miettinen 2011). As this is a qualitative case study, further studies are needed to see if similar CLIL education in other countries and settings provides comparable observations, or whether the results of the present study are specific only to this particular Finnish CLIL context and cohort.…”

Section: Implications and Conclusionmentioning

confidence: 86%

‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept

Roiha

Mäntylä

2019

International Journal of Bilingual Education and Bilingualism

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Section: Implications and Conclusionmentioning

confidence: 86%

‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept

Roiha

Mäntylä

2019

International Journal of Bilingual Education and Bilingualism

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“…2 Language immersion is a method of teaching in which a person's second language is used as the language of instruction for a major part of the school day (Björklund & Mård-Miettinen, 2011). The immersion students in this study follow an early total immersion program, which means that the Swedish language is taught for 90% of the first grade and then reduced gradually to 50% in the sixth grade (Finnish National Board of Education, 2004).…”

Section: Endnotesmentioning

confidence: 99%

Meaning-making in fifth-graders’ multimodal texts

Jusslin

Magnusson

Rejman

et al. 2020

Apples

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Despite a growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops a vocabulary to approach multimodal texts in teaching. This study answers this call by presenting an analysis that adds to the field of multimodal writing research, and thus furthers the knowledge of different semiotic potentials of modes in student-produced texts. Drawing on a social semiotic approach to multimodality, a total of 299 texts, written by fifth-grade students from three schools in Sweden and Finland, are analyzed. The aim is to explore semiotic modes used in the student-produced written texts. The guiding research questions are: (1) What modes are used in the texts, and (2) what meanings are realized through the different modes in the texts. Results showed that six different modes were used to realize meanings in five categories: create representative meaning; visualize phenomena and assignments; foreground important areas; design the text; and decorate the paper. These categories offer a vocabulary that can describe semiotic potentials of the modes and how they realize different meanings in multimodal texts. Such a vocabulary can aid teachers in cultivating, supporting, and assessing students’ multimodal writings that contain multiple modes. From these results, we suggest that acknowledging the diversity of the modes and their meanings in student texts can help raise the awareness of how students also make meaning in modes beyond writing and image.

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“…An international conference on CLIL was organized in Kokkola in 2004, and the conference volume in English (S. Björklund et al (eds.) 2006) provides a comprehensive overview of the useful work done in this area. Many of the contributions to this volume deal with Swedish immersion in Finnish schools (Bergström, Mård-Miettinen, Rauto, Södergård, Bergroth and Björklund 2006a and b).…”

Section: Foreign Language Teaching Measurement and Evaluationmentioning

confidence: 99%

“…2006) provides a comprehensive overview of the useful work done in this area. Many of the contributions to this volume deal with Swedish immersion in Finnish schools (Bergström, Mård-Miettinen, Rauto, Södergård, Bergroth and Björklund 2006a and b). In addition, Jäppinen (2006) gives a general picture of CLIL, while Merisuo-Storm (2006) compares literacy skills and learning attitudes in Finnish CLIL classes with monolingual classes.…”

Section: Foreign Language Teaching Measurement and Evaluationmentioning

confidence: 99%

Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching

Ringbom¹

2012

Lang. Teach.

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This review covers recent applied linguistic research in Finland and Sweden during the years 2006–2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have attracted a lot of interest in the area: language immersion schools and CLIL, cross-linguistic influence, corpus linguistics (English as a lingua franca) and language use in multilingual urban settings.

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Chapter 2. Integrating Multiple Languages in Immersion: Swedish Immersion in Finland

Cited by 27 publications

References 0 publications

‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept

‘It has given me this kind of courage…’: the significance of CLIL in forming a positive target language self-concept

Meaning-making in fifth-graders’ multimodal texts

Review of recent applied linguistics research in Finland and Sweden, with specific reference to foreign language learning and teaching

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