Supporting Finnish Language Learners in Basic Education: Teachers' Views

Abstract

This paper sheds light on linguistic support concerning the language of schooling in multilingual classrooms in Finnish lower secondary education. We ask how the teachers consider knowing their students, what the needs in linguistic and academic support are, and how the needs are met. The data were collected from teachers in eight lower secondary schools in different parts of Finland. The findings show that the means to scaffold Finnish language learners are still in the development phase as there are no uniform ways to support students with an immigrant background in Finnish basic education.

Life-story pedagogy for identity

“…This can be achieved by acknowledging students as life-storied persons and by admitting the meaningfulness of their first language for identity, participation, empowerment and learning; these again will help them to build a sense of belonging. Further research is needed about the multilingual and translanguaging practices in school focusing on socialising with majority speaking peers since the role of peers is essential on the sense of belonging and learning the new language, as it was found here and earlier (Harju-Autti et al, 2021;Harju-Autti & Sinkkonen, 2020;Intke-Hernandez, 2020). Also, the lack of a shared communication code between a teacher and students may prove especially troublesome in case of a trauma background.…”

“…The social worker's view above resonates with that of several teachers in pointing out that it is difficult to clarify whether poor academic achievement is due to poor Finnish skills or caused by a learning disability, which is in line with findings of Harju-Autti & Sinkkonen (2020). Thus, first language support or linguistic support may help to navigate these types of situations, as shown previously also elsewhere (Harju-Autti & Sinkkonen, 2020;Lucas & Villegas, 2013).…”

“…To promote everyone's sense of belonging, teachers use the method of students working in small groups (see Harju-Autti & Sinkkonen, 2020) as it helps to get everyone involved in learning; sharing and discussing also promote growth and identity skills (Jalongo, 2019;McAdams & McLean, 2013). In such activities, students meet each other as whole and can critically both learn from each other and to construct knowledge as a group and negotiate their identities as persons, citizens of Finland, and Finnish speakers (Norton, 2013), and construct their lives as continuums with the new language (Jaatinen, 2003).…”

Kotoutuminen, kuuluvuus, kielitaito ja kaverit

“…2018). Lisäksi oppilaiden koulutusmahdollisuuksiin vaikuttaa se, onko kouluilla resursseja järjestää tasavertaisia mahdollisuuksia kielenoppimiseen ja kielelliseen tukeen kaikkien oppiaineiden tunneilla (Harju-Autti & Sinkkonen 2020;Little & Kirwan 2018;Mustonen & Puranen 2021).…”

Positive stances toward cultural and linguistic diversity in Finnish schools after educational reforms

“…This surveybased study investigates students' (N = 659) and teachers' (N = 74) stances toward linguistic and cultural diversity in order to provide information for developing school cultures that can provide students with a strong starting point for further educational opportunities and achievements, which can, in turn, improve their overall quality of life. This topic has been relatively well studied in Finland (Aalto, 2019;Alisaari et al, 2019;Repo, 2020;Harju-Autti & Sinkkonen, 2020); however, the data for these aforementioned studies were gathered slightly before or immediately after the introduction of the significantly changed national educational policy that advocates for valuing linguistic and cultural diversity (Finnish National Agency for Education [EDUFI], 2014, see in detail section 3). After the grassroots implication of these policies, there remains a gap in understanding teachers' and students' current stances regarding linguistic and cultural diversity, as well as where further development is still needed.…”