Relationships and linguistically sensitive teaching : Developing teacher practicum at Åbo Akademi University
Bergroth, Mari; Haagensen, Jenny (2020). Relationships and linguistically sensitive teaching : Developing teacher practicum at Åbo Akademi University. Kieli, koulutus ja yhteiskunta, 11 (3). https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2020/relationships-and-linguistically-sensitive-teaching-developing-teacher-practicum-at-abo-akademi-university
Published in
Kieli, koulutus ja yhteiskuntaDate
2020Copyright
© Kieliverkosto & kirjoittajat, 2020
Project “Linguistically sensitive teaching in all classrooms” (Listiac) aims to make an impact on initial teacher education systems in Europe through action research. In line with European policies, the seven partner countries including Finland, Spain (the autonomous Basque country and Catalonia), Belgium, France, Slovenia, Lithuania and Portugal work together in providing competences and skills needed for handling linguistic diversity in our schools. Diversity education has been regarded nearly everywhere as an isolated ‘add-on’ course or study module (EC 2017). Thus, it has remained insufficiently mainstreamed as an integrated component of teaching practice. Listiac addresses this imbalance by redefining teacher education curricula towards linguistically sensitive multilingual pedagogies in mainstream classrooms and providing reflection tools for initial teacher education.
Publisher
Soveltavan kielentutkimuksen keskus, Jyväskylän yliopisto; Kielikoulutuspolitiikan verkostoISSN Search the Publication Forum
1799-0181Keywords
Original source
https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2020/relationships-and-linguistically-sensitive-teaching-developing-teacher-practicum-at-abo-akademi-universityMetadata
Show full item recordCollections
License
Related items
Showing items with similar title or keywords.
-
A Culturally Sensitive Approach to Promoting Initial Literacy Development in Africa : Ongoing and Planned Research and Development at the University of Zambia’s Centre for Promotion of Literacy in Sub-Saharan Africa (CAPOLSA)
Serpell, Robert; Jere-Folotiya, Jacqueline; Chansa-Kabali, Tamara; Munachaka, Jonathan; Maumbi, Mwanza Nakawala; Yalukanda, Christopher; Sampa, Francis; Lyytinen, Heikki (Springer, 2017)A four-year research and development program at CAPOLSA (the Centre for the Promotion of Literacy in Sub-Saharan Africa) was inspired by widespread dissatisfaction with poor literacy outcomes of mass basic schooling in ... -
Motivational strategies as perceived and implemented by future L2 teachers : a comparison of two groups of Finnish university students
Sillanpää, Jere (2012)Motivaatiotutkimus on vuosikymmeniä keskittynyt motivaatioon oppijan näkökulmasta luoden erilaisia motivaatioteorioita. Motivaatio on erittäin tärkeä tekijä vieraan kielen oppimistulosten selittäjänä, joten viime vuosikymmenellä ... -
Enhancing web course design using action research
Hiltunen, Leena (University of Jyväskylä, 2010) -
Miten monikielisyys ja kielitietoiset toimintatavat koetaan varhaiskasvatuksessa?
Honko, Mari; Mustonen, Sanna (Suomen varhaiskasvatus ry, 2020)Monikielisyyden tukeminen on vahvasti esillä uusimmissa varhaiskasvatuksen opetussuunnitelmissa. Tarkastelemme tässä artikkelissa varhaiskasvatuksen toimijoiden kokemuksia monikielisyydestä ja kielitietoisista toimintatavoista. ...