2017, Volume 11
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Work-related language learning trajectories of migrant cleaners in Finland
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Cleaning is often the survival employment that migrants can get in their new home country. Ideally, the workplace can be a site for integration and language learning. This article explores how two migrants working as ... -
The use of language in migrant stay-at-home parents’ process of integration : Experiences of inclusion and exclusion
(Centre for Applied Language Studies, University of Jyväskylä, 2017)This paper examines the use of language and how it contributes to the experiences of inclusion and exclusion of recent migrant stay-at-home parents in Finland. The study shows how the use of language facilitates the ... -
Integration and language education in Norwegian immigration policy documents 1980–2016
(Centre for Applied Language Studies, University of Jyväskylä, 2017)During the last decade, Norway has had one of the fastest growing populations in Europe, due to labor immigration and to an increasing number of asylum seekers. More than 16% of the population now has an immigrant family ... -
Tackling sustainability: First steps towards co-designing teacher professional development
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Transformative, innovative practices and sustainable professional development are not achieved just by attending workshops, seminars and specific designed teacher education courses, though these programmes may often include ... -
“Enymärä”: Thoughts on the use of Finnish as the majority language in locally published EFL activity books
(Centre for Applied Language Studies, University of Jyväskylä, 2017)It has been a long tradition in Finland to use locally published textbooks in primary foreign language education. The books have been designed for linguistically homogenous groups of students, which explains why Finnish, ... -
Challenges in developing in-service teacher training: Lessons learnt from two projects for teachers of Swedish in Finland
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Teacher education in Finland is widely respected and of high quality. However, there is a recognised need to develop the educational continuum from pre-service education to in-service training. This article deals with ... -
Obstacles to bilingual education: A case study of policy appropriation in a lower secondary school
(Centre for Applied Language Studies, University of Jyväskylä, 2017)The purpose of this paper is to present some of the main findings from my thesis (Lundberg, 2015) that concern the policy formulation and implementation of bilingual education in a multi-ethnic lower secondary school in ... -
Ideologies and practices in a kindergarten offering early education in Northern Sámi outside the Sámi homeland
(Centre for Applied Language Studies, University of Jyväskylä, 2017)In this study we analyse data collected in a Finnish kindergarten where one of the groups offers immersion education in Northern Sámi, an endangered language. The kindergarten is located outside the Sámi homeland in a ... -
Finnish higher education institutions' reactions to the 2015 asylum seeker situation : Motives, goals and future challenges
(Centre for Applied Language Studies, University of Jyväskylä, 2017)In 2015, military conflicts and related humanitarian crises neighbouring areas of Europe made millions of people leave their homes. Europe, including Finland, experienced a rapid increase in the number of asylum seekers. ... -
Does Finland Need Raciolinguistics?
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Book Review: Kiraly, D. & Signer, S. (2017). Scaffolded Language Emergence in the Classroom: From Theory to Practice.
(University of Jyväskylä, Centre for Applied Language Studies, 2017)This is a book review for Donald Kiraly and Sarah Signer's co-written piece that provides a readers a new approach to language learning. In Scaffolded Language Emergence (SLE), the classroom environment is revised to ... -
CLIL teachers in Finland : The role of emotions in professional identity negotiation
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Research on emotions has yielded many theoretical perspectives and many concepts. Yet, most scholars have focused on how emotions influence the transformation and maintenance of teacher identities in the field of teacher ... -
Test usefulness of IELTS writing test tasks
(Centre for Applied Language Studies, University of Jyväskylä, 2017)This analysis was conducted to find out the extent to which IELTS writing test tasks are useful for its intended purpose. The indicators of test usefulness used in this study are those of Bachman and Palmer (1996): construct ... -
Colombia’s nationwide EFL policy and the construction of equity in policy documents
(Centre for Applied Language Studies, University of Jyväskylä, 2017)The Colombia Bilingüe (Colombia Bilingual) 1 program was introduced by the Ministry of Education (MEN) in 2004 with aims of increasing the teaching and learning of English as a Foreign Language (EFL) at primary, secondary ... -
Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, ... -
Co-constructing a rubric checklist with first year university students: A self-assessment tool
(Centre for Applied Language Studies, University of Jyväskylä, 2017)This paper reports on a study in which students co-constructed a rubric checklist with their lecturer and which they used to assess themselves. Data were collected by means of a student questionnaire, tutor feedback, as ... -
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 ... -
A teacher-in-context: Negotiating professional identity in a job promotion examination
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Although there is an increasing body of research on the formation/re-formation of language teacher identity, there are still contexts within the professional p ractice of language teachers that remain relatively unexplored. ... -
The transition from L2 learner to L2 teacher: A longitudinal study of a Japanese teacher of English in Japan
(Centre for Applied Language Studies, University of Jyväskylä, 2017)While newly employed teachers may begin their career with certain ideas and beliefs, these are influenced by different stimuli, encounters and constraints which lead to the ongoing recalibration of their L2 identity. ... -
“Positive feelings about my work: I needed it!” Emotions and emotion self-regulation in language teachers
(Centre for Applied Language Studies, University of Jyväskylä, 2017)Similar to learning, teaching is not exclusively a cognitive matter. Teachers’ emotions play a significant role in their teaching practice. For language teachers especially, the link between teachers’ emotions, identities ...
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