Monikielisyyden ja yhdenvertaisen osallistumisen tukeminen varhaisessa englannin opetuksessa opettajien kokemana

Abstract

One of the aims of early language learning is to guarantee equal access to language learning for all children and to develop their plurilingualism. Studies on multilingual practices in early foreign language learning and teaching are, however, scarce. This study fills this gap by examining Finnish teachers’ experiences of the possibilities and obstacles for the development of pupils’ plurilingual repertoire and equal participation in the teaching of English starting in the first grade. The data comprised 550 teacher responses to a questionnaire on the practices of early language learning. Qualitative thematic analysis of the data revealed that teachers saw as supportive factors positive attitude towards language learning, children’s courage to interaction, development of linguistic and cultural awareness, teacher’s bilingual practices, and peer support. Problems in the skills of one’s first language and the school language and in teaching arrangements were seen as challenges.

• Oppilaiden positiivisuus, rohkeus, kieli- ja kulttuuritietoisuus ja kaksikieliset käytänteet koetaan yhdenvertaista osallistumista edistäviksi. • Esteenä nähdään pääasiassa puutteet äidinkielen ja koulun opetuskielen osaamisessa. • Yksikielisyyden normi korostuu käsityksissä: kielet nähdään erillisinä, ja niitä voi oppia vain peräkkäin.