Abstract:Työelämän monikielistyessä yhä useammalla työpaikalla kohdataan haasteita, jotka liittyvät työntekijöiden rajalliseen kielitaitoon. Erityisesti korkeakoulutusta vaativat tehtävät edellyttävät abstraktien ja monitahoisten ilmiöiden kielentämistä, minkä lisäksi tilanteissa on pystyttävä ottamaan huomioon osallistujien institutionaaliset roolit ja niihin liittyvät odotukset. Tämä artikkeli tarkastelee keskustelunanalyysin keinoin, millaisia ongelmia kakkoskielisten työntekijöiden osallistumiseen liittyy kokousvuo… Show more
“…However, if epistemic imbalance becomes established and a K+ participant consistently determines the sequence organization, it can be anticipated that the K− co-participants’ opportunities to talk, and to try out and claim their understanding and knowledge, may become limited (e.g. Back, 2016; Lehtimaja, 2012).…”
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers' practices and (2) how the K+/K− interaction became extended when a K− challenged the K+'s knowledge claims and, furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.
“…However, if epistemic imbalance becomes established and a K+ participant consistently determines the sequence organization, it can be anticipated that the K− co-participants’ opportunities to talk, and to try out and claim their understanding and knowledge, may become limited (e.g. Back, 2016; Lehtimaja, 2012).…”
In this study, we investigated how students manage their lack of/insufficient understanding of the content of a mathematical task with the aim of reaching shared understanding and epistemic balance in peer interaction. The data consist of recordings collected during a mathematics project (6 × 75 minutes) in a Finnish lower secondary school. The findings, drawing on conversation analysis, showed two markedly different sequence trajectories: (1) how interaction between a K+ and a K− (more/less knowledgeable) student proceeded relatively smoothly when these positions were accepted by both participants, and consequently the K+ led epistemic work by designing turns that resembled teachers' practices and (2) how the K+/K− interaction became extended when a K− challenged the K+'s knowledge claims and, furthermore, how a K− steered the epistemic work using polar and wh-interrogatives. The findings contribute to a better understanding of the ways the management of epistemic imbalance can progress during peer group work.
Maarit Kauniston kasvatustieteen väitöskirja tarkastettiin Helsingin yliopistossa 10.12.2022. Vastaväittäjänä toimi FT Leila Kääntä (Jyväskylän yliopisto) ja kustoksena apulaisprofessori Raili Hilden (Helsingin yliopisto)
“…Monikielisiä vuorovaikutuskäytänteitä tutkitaan yhä enemmän koulutuksen kontekstissa. Ahlholm (2015) on seurannut perusopetukseen valmistavaan opetukseen osallistuvan venäjää äidinkielenään puhuvan lapsen vuorovaikutusta vertaisryhmässä sekä erityisesti englannin käyttöä osana sitä ja Lehtimaja (2012) tapaa, jolla yläkouluikäiset monikieliset nuoret osallistuvat vuorovaikutukseen luokkatilanteissa. Tulokset osoittavat, että erilaiset kielelliset resurssit ovat luokkaympäristössä vahvasti läsnä niin osallistumisen kuin oppimisenkin välineinä.…”
While student diversity is increasing, it is crucial for teachers to be aware of how to recognize the importance and potential of the language background and existing skills that their students bring with them. This article presents some research findings and data excerpts on how these are reflected in the learners’ opportunities for participation in interaction and various activities in learning communities. The theoretical framework consists of ecological and usage-based approaches that have served as a basis for pedagogies that center multilingual repertoires, language awareness and social interaction at the core of language learning. The perspective adopted in the article is primarily that of individual learners who are learning Finnish as their second language. Some future prospects in the field of language education are also discussed with regard to the increasing student diversity and the need for ensuring equitable language learning opportunities for all.
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