Abstract:This article examines, how two Russian-speaking children (ages 9 and 11) learn Finnish morpho-syntactic structures in interaction in a transitional classroom at primary school. It also discusses whether the influence of the mother tongue is observable in the learning process. The study focuses on the development of prototypical possessive structure and standard negation. The data consist of 15 lessons, video-recorded during one school year. The episodes, including the structures used by the children, are analy… Show more
“…Kun kieltä opitaan vuorovaikutuksessa, oppiminen ei aina tapahdu suoraviivaisesti, helpoimmasta rakenteesta vaikeaan, vaan opittuihin sisältöihin vaikuttavat ympäristö ja sen sosiaaliset komponentit (van Lier 2000: 254-255). Tällainen rakenteiden kehittymisen epälineaarisuus on yhteinen havainto LS-pitkittäisaineiston kielen rakenteita tarkastelevista tutkimuksista (Sistonen 2016;Tahvanainen 2017;Fagerjord 2019;Hyvärinen 2019;Routarinne & Ahlholm 2021;Yli-Piipari 2021). Esimerkiksi LS-aineiston venäjänkieliset oppijat omaksuivat suomen kieltorakenteen puheeseensa ennen omistusrakennetta.…”
Section: Vertaispuhujien Mallit Ja Kielen Rakenteiden Käyttöön Sosiaa...unclassified
This article examines the ways in which newly arrived pupils are integrated into the school community and how pupils are supported in adopting the language of instruction. We see language learning as a socialization process: language is for interaction, and through language we situate ourselves in social reality. The article draws on two data sources: a survey of preparatory education teachers in Finland and research project publications drawing on ethnographic data collected in preparatory classes. The survey responses indicate that in some schools, the basis for the integration of newly arrived pupils has been built into the school culture; in others, structures such as group size and spatial arrangement challenge the creation of functional practices. The classroom studies suggest that in the early stages of language learning, learners benefit the most from the linguistic model of their peers, while later, when learning subject- specific content, teachers’ support is crucial for them.
“…Kun kieltä opitaan vuorovaikutuksessa, oppiminen ei aina tapahdu suoraviivaisesti, helpoimmasta rakenteesta vaikeaan, vaan opittuihin sisältöihin vaikuttavat ympäristö ja sen sosiaaliset komponentit (van Lier 2000: 254-255). Tällainen rakenteiden kehittymisen epälineaarisuus on yhteinen havainto LS-pitkittäisaineiston kielen rakenteita tarkastelevista tutkimuksista (Sistonen 2016;Tahvanainen 2017;Fagerjord 2019;Hyvärinen 2019;Routarinne & Ahlholm 2021;Yli-Piipari 2021). Esimerkiksi LS-aineiston venäjänkieliset oppijat omaksuivat suomen kieltorakenteen puheeseensa ennen omistusrakennetta.…”
Section: Vertaispuhujien Mallit Ja Kielen Rakenteiden Käyttöön Sosiaa...unclassified
This article examines the ways in which newly arrived pupils are integrated into the school community and how pupils are supported in adopting the language of instruction. We see language learning as a socialization process: language is for interaction, and through language we situate ourselves in social reality. The article draws on two data sources: a survey of preparatory education teachers in Finland and research project publications drawing on ethnographic data collected in preparatory classes. The survey responses indicate that in some schools, the basis for the integration of newly arrived pupils has been built into the school culture; in others, structures such as group size and spatial arrangement challenge the creation of functional practices. The classroom studies suggest that in the early stages of language learning, learners benefit the most from the linguistic model of their peers, while later, when learning subject- specific content, teachers’ support is crucial for them.
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