• Teachers’ language practices and choices in a bilingual, co-located kindergarten in Finland 

  Sopanen, Pauliina (Jyväskylän yliopisto, 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 ...

• Teachers’ interaction in combined physical and virtual learning environments : A case study of tandem language learning and teaching in Finland 

  Hansell, Katri; Pörn, Michaela; Bäc, Sandra (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  he development of the Internet and digital tools for interaction has enabled computer-mediated communication as part of the communicative approach to language learning and teaching. This ...

• Three perspectives on the role of teacher beliefs in the language classroom 

  Krogager Andersen, Line (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  This study explores the role of teacher beliefs in two teachers’ implementation of a collaboratively planned teaching activity into classroom practice. It is a retrospective case study aiming to explain how the difference ...

• Schoolscaping in the third space : The case of the Language Introduction Programme in Sweden 

  Wedin, Åsa (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study ...

• Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin 

  Kangasvieri, Teija (Jyväskylän yliopisto, 2021)

  Tässä artikkelissa tarkastelen peruskoulun yhdeksännen luokan oppilaiden vieraan kielen oppimismotivaatioprofiilien ja kieltenopetuksessa saatujen arvosanojen yh-teyttä heidän perusopetuksen jälkeisiin ...

• Perspectives on written L1 in Swedish CLIL education 

  Ohlsson, Elisabeth (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  This article presents a longitudinal investigation of texts written by students in upper secondary schools in Sweden. The texts are collected at three different schools implementing Content and Language Integrated Learning, ...

• Linguistic genocide or linguicide? : A discussion of terminology in forced language loss 

  Zwisler, Joshua James (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  Forced language loss is a reality for many communities around the world and language loss brings with it an entire spectrum of negativities. This article examines two of the most common terms that are used in linguistics ...

• Teacher professionality at a time of mobility : Positioning teachers in the language introduction programme in Sweden 

  Wedin, Åsa (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  This study aims to investigate how the educational and linguistic backgrounds of teachers affect how they are positioned and how they position themselves in relation to their profession in a language introduction programme ...

• Deconstructing grand narratives in Applied Linguistics : Queer praxiologies and language education from the tropics 

  Urzêda-Freitas, Urzêda-Freitas (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  My objective in this paper is to present some contributions from queer praxiologies to the field of language education. More specifically, I propose an inquiring analysis of the constructs education, language, beliefs, and ...

• Response processes in L2 writing tasks with Internet access 

  Jespersen, Dea; Dimova, Slobodanka; (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  Technology has changed modern L2 written communication in many ways, but how these changes have affected our understanding of the L2 writing construct needs further investigation (Weigle, 2002). Given that the Internet ...

• Vivian about ready to choke a b*tch! : A cartoon character’s journey into a boundary-building resource and its perpetuating resemiotizations during Gamergate 

  Nikkilä, Matti (University of Jyväskylä, Centre for Applied Language Studies, 2021)

  Drawing on nexus analysis, this study seeks to analyse some of the discursive practices and visual material produced during the Gamergate controversy. This is achieved through examining the cartoon mascot Vivian James and ...

• Repositioning teachers as assessors : Compromised aspirations and contested agency 

  Namgung, Wook; Moate, Josephine; Ruohotie-Lyhty, Maria (University of Jyväskylä, 2021)

  The global trend to emphasise assessment for learning brings up the issue of repositioning teachers in assessment. The contemporary curricular policy reforms encourage teachers to take an agentic role in assessment, but ...

• “I felt a bit nervous” : Virtual Exchange as an emotional journey 

  Háhn, Judit (Jyväskylän yliopisto, 2021)

  Virtual Exchange is a collective term for a set of collaborative online learning practices that cut across institutional, cultural, and international borders. Moving outside their learning environments, the participants ...

• How Finnish teachers understand multilingual learners’ language learning 

  Alisaari, Jenni; Heikkola, Leena Maria (University of Jyväskylä, Centre for Applied Language Studies, 2020)

  The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and ...

• Stå på, ikke gi opp – the use of Norwegian particle verbs in email messages by advanced L2 users whose L1 is Finnish 

  Lieri, Kristiina (University of Jyväskylä, Centre for Applied Language Studies, 2020)

  The aim of the present study is to examine similarities and differences in the use of particle verbs (PVs) between advanced bilingual L2 users of Norwegian (L1 Finnish) in their teens and Norwegian L1 speakers of the same ...

• The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning 

  Al-Amri, Majid (University of Jyväskylä, Centre for Applied Language Studies, 2020)

  This present study was designed to investigate influences of identity styles and social support from peers on emotional EFL classroom engagement in a large sample of Saudi early adolescents (N=406) ranged in age from 12 ...

• Meaning-making in fifth-graders’ multimodal texts : Towards a vocabulary of semiotic potentials in different modes 

  Jusslin, Sofia; Magnusson, Ulrika; Rejman, Katarina; Heilä-Ylikallio, Ria; Björklund, Siv (University of Jyväskylä, Centre for Applied Language Studies, 2020)

  Despite a growing body of research on multimodal writing, scholars still express a need for formal frameworks for discussing multimodal literacy practices and call for research on multimodality in education that develops ...

• Normativity in English oral production in Finland and Japan 

  Paakki, Henna (University of Jyväskylä, Centre for Applied Language Studies, 2020)

  This research examines the effects of normativity on difficulties experienced with English oral production in Finland and Japan. Moyer’s classification of factors influencing second language acquisition (2004) as well as ...

• Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task : Multivariate analyses of grade level, gender, and performance effects 

  Faber, Günter (Centre for Applied Language Studies, University of Jyväskylä, 2020)

  Learners’ task-specific self-efficacy expectancies have gained increased attention in the EFL context. Across various competence areas they have been demonstrated to substantially affect learners’ motivation, learning ...

• Measuring syntactic complexity in learner Finnish 

  Mylläri, Taina (Centre for Applied Language Studies, University of Jyväskylä, 2020)

  In the study of complexity, accuracy and fluency (CAF), syntactic complexity can be measured by a multitude of measures. Traditionally, the measures are quantitative and they use production ...

View more