Lärarnas uppfattningar av att inleda undervisningen i A1-språk i årskurs 1

Abstract
Since 2020, the teaching of the A1 language starts in grade 1. In order to study the shift to an earlier start to the teaching of the A1 language, a survey of the teaching of A1 languages in grade 1 was carried out with the focus on the most common A1 languages: Finnish in the Swedish-medium schools and English in the Finnish-medium schools. The article examines the teachers’ perceptions of starting the teaching of A1 languages in grade 1. The data consists of 644 answers to an online questionnaire, of which 94 apply to A1 Finnish and 550 to A1 English. The results show that the teachers generally have a positive perception of early language teaching and consider starting the language in grade 1 to be a change in the right direction, but that they also identify challenges and call for support for the practical implementation, such as for example age-appropriate learning materials and in-service training.
Main Authors
Format
Conferences Conference paper
Published
2022
Series
Subjects
Publication in research information system
Publisher
Suomen ainedidaktinen tutkimusseura; Itä-Suomen yliopisto, Filosofinen tiedekunta
Original source
http://hdl.handle.net/10138/352128
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-202301091216Käytä tätä linkitykseen.
Parent publication ISBN
978-952-5993-34-9
Review status
Peer reviewed
ISSN
1799-9596
Conference
Linguapeda-konferenssi
Language
Swedish
Published in
Ainedidaktisia tutkimuksia
Is part of publication
Linguapeda 2021
Citation
  • Hansell, K., Peltoniemi, A., Mård-Miettinen, K., & Huhta, A. (2022). Lärarnas uppfattningar av att inleda undervisningen i A1-språk i årskurs 1. In R. Kantelinen, M. Kautonen, & Z. Elgundi (Eds.), Linguapeda 2021 (pp. 97-120). Suomen ainedidaktinen tutkimusseura; Itä-Suomen yliopisto, Filosofinen tiedekunta. Ainedidaktisia tutkimuksia, 21. http://hdl.handle.net/10138/352128
License
In CopyrightOpen Access
Copyright© Kirjoittajat & Suomen ainedidaktinen tutkimusseura, 2022

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