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dc.contributor.authorEnnser-Kananen, Johanna
dc.contributor.authorIikkanen, Päivi
dc.contributor.authorSkinnari, Kristiina
dc.contributor.editorRaza, Kashif
dc.contributor.editorReynolds, Dudley
dc.contributor.editorCoombe, Christine
dc.date.accessioned2024-02-21T06:08:29Z
dc.date.available2024-02-21T06:08:29Z
dc.date.issued2023
dc.identifier.citationEnnser-Kananen, J., Iikkanen, P., & Skinnari, K. (2023). Multilingual Pedagogies for Anticolonial TESOL? An Analysis of Pre-service Teachers’ Voices from Finland. In K. Raza, D. Reynolds, & C. Coombe (Eds.), <i>Handbook of Multilingual TESOL in Practice</i> (pp. 479-492). Springer. <a href="https://doi.org/10.1007/978-981-19-9350-3_31" target="_blank">https://doi.org/10.1007/978-981-19-9350-3_31</a>
dc.identifier.otherCONVID_177800598
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/93497
dc.description.abstractIn this chapter, we bring together critical perspectives on the position of English in Finnish society and in the world with data and experiences from a Finnish teacher education context. We show how pre-service English teachers reflect on their experiences as multilingual language users and future educators and interpret this data from a focus group interview against the backdrop of the position of English in Finland and the larger context of the colonial enterprise that Teaching English to Speakers of Other Languages (TESOL) is. We align with anticolonial scholars like Motha (2014), who have who have outlined the entrenchedness of coloniality in the field of TESOL and ask about the potential of teacher education studies like LAMP (Language Aware Multilingual Pedagogy) to equip teachers with tools to turn their classroom into spaces where multiple languages are not merely tolerated but actively promoted, and where the difficult heritage of TESOL is acknowledged and dealt with in ways that open spaces for decolonizing practices. Our study shows that language awareness and cultural sensitivity are normalized and familiar ideas to the students and could support an effort to challenge images of Finns as white and Finnish-speaking. This could in turn normalize an image of Finland that is racially and linguistically diverse and promote pedagogies and materials that support teachers in dismantling whiteness and Finnish-speakerism as social and educational norms.en
dc.format.extent517
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofHandbook of Multilingual TESOL in Practice
dc.rightsIn Copyright
dc.subject.otherTESOL
dc.subject.otherlanguage policy
dc.subject.otherlinguistic diversity
dc.subject.othermultilingual education
dc.subject.otherEnglish language teaching
dc.titleMultilingual Pedagogies for Anticolonial TESOL? An Analysis of Pre-service Teachers’ Voices from Finland
dc.typebookPart
dc.identifier.urnURN:NBN:fi:jyu-202402211964
dc.contributor.laitosKieli- ja viestintätieteiden laitosfi
dc.contributor.laitosDepartment of Language and Communication Studiesen
dc.type.urihttp://purl.org/eprint/type/BookItem
dc.relation.isbn978-981-19-9349-7
dc.type.coarhttp://purl.org/coar/resource_type/c_3248
dc.description.reviewstatuspeerReviewed
dc.format.pagerange479-492
dc.type.versionacceptedVersion
dc.rights.copyright© 2023 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysomonikielisyys
dc.subject.ysokieli ja kielet
dc.subject.ysokielipolitiikka
dc.subject.ysokieltenopetus
dc.subject.ysoenglannin kieli
dc.subject.ysoopettajankoulutus
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p6720
jyx.subject.urihttp://www.yso.fi/onto/yso/p556
jyx.subject.urihttp://www.yso.fi/onto/yso/p9310
jyx.subject.urihttp://www.yso.fi/onto/yso/p38117
jyx.subject.urihttp://www.yso.fi/onto/yso/p2573
jyx.subject.urihttp://www.yso.fi/onto/yso/p10746
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1007/978-981-19-9350-3_31
dc.type.okmA3


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