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dc.contributor.authorSkinnari, Kristiina
dc.contributor.authorNikula, Tarja
dc.date.accessioned2017-10-03T09:35:25Z
dc.date.available2018-08-19T21:35:42Z
dc.date.issued2017
dc.identifier.citationSkinnari, K., & Nikula, T. (2017). Teachers’ perceptions on the changing role of language in the curriculum. <em>European Journal of Applied Linguistics</em>, 5 (2), 223-244. <a href="https://doi.org/10.1515/eujal-2017-0005">doi:10.1515/eujal-2017-0005</a>
dc.identifier.otherTUTKAID_74739
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55508
dc.description.abstractThis 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.
dc.language.isoeng
dc.publisherde Gruyter
dc.relation.ispartofseriesEuropean Journal of Applied Linguistics
dc.subject.otheropetussuunnitelmat
dc.subject.othermonikielisyys
dc.subject.othervieraskielinen opetus
dc.subject.otherrole of language in education
dc.subject.othercurriculum change
dc.subject.othersubject-specific language
dc.subject.othermultiliteracy
dc.subject.othermultilingualism
dc.subject.otherCLIL
dc.subject.otherteachers’ perceptions
dc.subject.otherteaching and instruction
dc.subject.otherlanguage
dc.subject.otherperceptions (mental objects)
dc.subject.otherteachers
dc.titleTeachers’ perceptions on the changing role of language in the curriculum
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201709263822
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.contributor.oppiaineSoveltava kielitiede
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-09-26T12:15:05Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange223-244
dc.relation.issn2192-9521
dc.relation.volume5
dc.type.versionpublishedVersion
dc.rights.copyright© 2017 Walter de Gruyter GmbH. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1515/eujal-2017-0005


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