Suomenoppijoiden toimijuus kotoutumiskoulutuksen yksilöllisissä ratkaisuissa

Abstract

This article examines migrants’ agency related to the individualised and flexible practices available in Integration Training in Finland, with a focus on migrants’ Finnish language learning. The research focused on migrants who have not been studied before, namely those entering training after it had already started. The data consist of background information and interviews of 17 migrants who studied in Integration Training in 2018–2020. The interviews were analysed using qualitative content analysis. The results show that the same practice can support the learner agency of some participants but limit the agency of others. The possibility to make choices about one’s own education varies, and choices are often related to beliefs about language proficiency. In the classroom and during work placement periods, some participants reported having had multiple chances to grasp affordances and use Finnish, others only a few. In summary, the individualised practices available in Integration Training appear to impact participants’ language learning variably, and participants’ wishes do not always align with the available practices.

Kotoutumiskoulutuksen opetussuunnitelman perusteet kuvaa tavoitettaan osallisuutta epämääräisesti ja kapeasti

“…Työllisyystavoite koskee jokaista elämäntilanteesta riippumatta: "[k]aikkien opiskelijoiden koulutukseen sisältyy kuitenkin työnhaun ohjausta" (Opetushallitus 2022, 19). Pääsääntöisesti kaikki osallistuvat myös työssäoppimisjaksoille (mt., 43-45), vaikka opiskelijoiden itsensä mukaan ne eivät aina tue toimijuutta ainakaan kielenoppimisessa (Seppälä 2022).…”