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Book Review : Sylvén, L. K. (2019). Investigating Content and Language Integrated Learning. Insights from Swedish High Schools. Bristol, UK: Multilingual Matters
(Centre for Applied Language Studies, University of Jyväskylä, 2019)
This volume presents a three-year research project on Content and Language Integration in Swedish Schools (CLISS). CLISS particularly focused on sciences and economics programs in senior high schools (Grades 10-12; 245 ...
Learning to read for the first time as adult immigrants in Finland : Reviewing pertinent research of low-literate or non-literate learners’ literacy acquisition and computer-assisted literacy training
(Centre for Applied Language Studies, University of Jyväskylä, 2018)
Against the backdrop of increasing global humanitarian migration to highly literate countries and the resulting necessity and challenge to provide language and literacy education to non-literate or low-literate adult second ...
Teachers’ language practices and choices in a bilingual, co-located kindergarten in Finland
(Centre for Applied Language Studies, University of Jyväskylä, 2022)
This article explores the language practices and choices of four teachers in a co-located kindergarten in Finland. Following Finland’s official bilingualism, the education system is built on two tracks ...
Qui suis-je : Discontinuity as part of teacher identity in Canadian French immersion
(Centre for Applied Language Studies, University of Jyväskylä, 2020)
The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study ...
Silence and Resistance as Experiences and Presentations of Pupil Agency in Finnish Elementary School English Lessons
(Centre for Applied Language Studies, University of Jyväskylä, 2014)
This paper explores the multitude of ways in which Finnish fifth and sixth grade elementary school pupils experience and present their agency in English lessons, with a special focus on pupils' silence and resistance. Pupil ...
The management of diversity in schoolscapes: an analysis of Hungarian practices
(Centre for Applied Language Studies, University of Jyväskylä, 2015)
The material environment of formal education (i.e., schoolscape) is determined not
only by laws and local regulations, but by the visual practices of the given
institution as well. Inscriptions and cultural symbols placed ...
To feed back or to feed forward? : Students' experiences of and responses to feedback in a Finnish EFL classroom
(Centre for Applied Language Studies, University of Jyväskylä, 2017)
Good feedback is a powerful element in learning. Ultimately, however, the impact feedback has on learning depends on how the learner responds to that feedback. So far, foreign or second language studies on feedback have ...
Learning Slovak in an E-Learning Environment: A case study
(Centre for Applied Language Studies, University of Jyväskylä, 2014)
Providing a motivating learning environment for learning a less commonly taught language is a challenge. Developing technology, societal changes, virtual mobility and networking create new demands for teachers and students ...
Apples, volume 8, issue 3, 2014
(Centre for Applied Language Studies, University of Jyväskylä, 2014)
Ammatillinen toimijuus ja tunteet työssä
(Työelämän tutkimusyhdistys ry, 2024)
Professional agency is crucial for the learning and creativity of employees and for the development and success of organisations. To contribute to this agency discussion, we examined professional agency and emotions at ...