Teachers’ perceptions on the changing role of language in the curriculum
Skinnari, K., & Nikula, T. (2017). Teachers’ perceptions on the changing role of language in the curriculum. European Journal of Applied Linguistics, 5(2), 223-244. https://doi.org/10.1515/eujal-2017-0005
Julkaistu sarjassa
European Journal of Applied LinguisticsPäivämäärä
2017Tekijänoikeudet
© 2017 Walter de Gruyter GmbH. Published in this repository with the kind permission of the publisher.
This article is concerned with the role of language(s) in education from
the viewpoint of secondary school subject teachers in Finland at the time of
transition to a new curriculum. The curriculum highlights the role of language
throughout education and makes reference to changes in society that foreground
multilingualism. Seven mainstream and CLIL content teachers of different subjects
were interviewed and employing qualitative content analysis, the data were
scrutinised under four language-related themes: multilingualism, multiliteracy,
subject-specific language, and the role of language in knowledge construction.
The results indicate teachers as reasonably well aware of subject-specific language
of their field and of the value of multiliteracy practices. Multilingualism as
the diversity of students’ languages and its impact on pedagogical practices
received less attention. Overall, the teachers’ orientation to the language ideological
statements in the new curriculum were widely agreed upon even if the ideas
still remained somewhat abstract in the transition phase before actual implementation
to the praxis.
...
Julkaisija
de GruyterISSN Hae Julkaisufoorumista
2192-9521Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/27173897
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