Co-constructing meaning and context in international teacher education

In teacher education, students not only construct content knowledge but examine theory through their own experiences to be able to apply it to practice in equitable education. Teacher education prepares students to a certain educational system and usually it is the one in which the students are themselves educated. International higher education programmes in countries where English is not an official language use English as a lingua franca (ELF) for teaching and learning. However, participants come to a communicative situation with their own history, past experiences, knowledge, and their own frames of reference. This article looks at an excerpt from a particular university teaching session in English-medium instruction (EMI) teacher education in Finland where a group of international students from diverse educational, linguistic, and cultural backgrounds negotiate for meaning and common understanding. A discussion about an ethical dilemma related to student assessment is analyzed qualitatively turn-by-turn to show how communicative resources help overcome mis- and non-understanding that stems from, besides linguistic difficulties, understanding contexts in different ways. The achievement of mutual intelligibility and individual learning required the participation of many to allow for the linguistic challenges of understanding less familiar varieties and uses of English, and interpret the cultural and contextual levels behind the utterances. Merkityksen ja kontekstin yhdessä rakentamista kansainvälisessä opettajankoulutuksessa: Opettajankoulutuksessa opiskelijat eivät ainoastaan rakenna sisältötietoa vaan tutkivat teoriaa omien kokemustensa kautta, jotta he voivat soveltaa sitä käytännössä oikeudenmukaisessa opetuksessa. Opettajankoulutus valmistaa opiskelijoita tiettyyn koulutusjärjestelmään ja yleensä se on sama, jossa opiskelijat ovat itse käyneet koulunsa. Kansainväliset ylemmän asteen koulutusohjelmat maissa, joissa englanti ei ole virallinen kieli, käyttävät lingua franca -englantia (ELF) opettamiseen ja oppimiseen. Osallistujat kuitenkin tuovat keskusteluun mukanaan oman historiansa, menneet kokemuksensa, tietonsa ja omat viitekehyksensä. Tässä artikkelissa tarkastellaan otetta opetustilanteesta englanninkielisessä aineenopettajankoulutuksessa Suomessa, jossa ryhmä kansainvälisiä opiskelijoita erilaisine koulutus-, kieli- ja kulttuuritaustoineen tekee merkitysneuvotteluita yhteisymmärryksen saavuttamiseksi. Keskustelu opiskelija-arviointiin liittyvästä eettisestä dilemmasta analysoidaan laadullisesti vuorosana vuorosanalta, jotta voidaan näyttää, kuinka kommunikatiiviset keinot auttavat selvittämään väärinymmärrystä ja ymmärtämättömyyttä, jotka johtuvat kielellisten vaikeuksien lisäksi kontekstien ymmärtämisestä eri lailla. Yhteisymmärryksen ja yksilöllisen oppimisen saavuttaminen vaati usean osallistujan yhteistyötä, jotta he selvisivät englannin kielen harvinaisempien variaatioiden ja käyttöjen aiheuttamilta haasteilta ja pystyivät tulkitsemaan ilmaisujen kulttuuriset ja kontekstuaaliset kerrokset.Peer reviewe

Active and engaging language learning​

In this article, I discuss the benefits of action-based teaching strategies in foreign language teaching and how they are part of the action-oriented approach supported by the Common European Framework and Finnish core curricula. Active learning gives learners opportunities to have agency and autonomy in their language learning. It also brings joy and playfulness in the learning environment. Versatile activities with movement, drama, or playfulness range from necessary brain breaks in lessons to longer collaborative tasks and projects that engage and motivate learners in using the language in dynamic ways

Student reflections on teacher identity development in a yearlong secondary teacher preparation program

This preliminary case study examines qualitatively the experiences of 20 participants enrolled in an international English-medium secondary teacher preparation program at a university in Finland and analyzes reflections on their teacher identity development. Multiple measures of data with triangulation were collected from course work, including reflection essays from 20 pre-service teachers and a focus group interview with four of the pre-service teachers. The data were analyzed with thematic analysis (Braun & Clarke, 2006) in order to find categories of factors that influenced the pre-service teachers’ teacher identity development. The results indicate that the support especially from mentors and positive feedback from pupils during two teaching practicum periods, and the student teacher’s passion for their own subject, were incremental in building confidence in one’s teaching abilities. The participants also realized that they were in the beginning of their teacher identity development and were committed to lifelong learning.Peer reviewe

Conceptualizing interculturality in multicultural teacher education

This study examined student teachers’ and teacher educators’ discourses about multiculturalism in an international English-medium teacher education programme in Finland. An analysis with discursive pragmatics of semi-structured interviews revealed four positioning strategies for initial responses to multiculturalism: stereotyping and othering, distancing oneself, verbalizing experiences, and downplaying multiculturalism. Although the same strategies were present to a large extent among both student teachers and teacher educators, these have different implications. The teacher educators’ lack of a shared critical understanding of interculturality created uncertainty when considering multicultural issues and can lead to a situation where the coherence between the objectives, implementation methods and assessment in the programme suffers. The student teachers had difficulties transferring their immediate experiences of multiculturalism into reflections of how these may contribute to their future work as teachers. Student teachers seemed dependent on teacher educators’ support in recognizing challenges with diversities as learning opportunities. Teacher educators should be provided with opportunities to compare and contest their conceptions of interculturality so that they would be able to guide student teachers in reflecting on theirs.Peer reviewe

‘To get a foot in the door’ : New Host Country Educated Immigrant Teachers’ Perceptions of Their Employability in Finland

This article sets out to find factors that promote or hinder employment opportunities for immigrant teachers educated in the host country. The data were collected through online questionnaires and focus group discussions among two student cohorts. After a year of graduating from English-medium teacher education in Finland, the employment situations ranged from full-time permanent teaching posts in Finland to unemployment. Although the majority was successful in securing at least some work, no one was teaching in mainstream classrooms in a regular Finnish school. The scope of teaching qualifications and references from substitutions were perceived as factors for employment. Lacking “strong enough” Finnish skills or native English skills was experienced as the main hindrances to employment. Although generally the participants did not consider their nationality a hindrance to employment, ‘nativeness’ in certain languages seemed to play a role. Being a native English (or sometimes another major language) speaker promoted job opportunities in international schools.Peer reviewe

Class Teachers, Subject Teachers and Double Qualified : Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland

The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers’ conceptions of the skills and qualities, including the required language skills, that are important for a teacher in early language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early language teachers have inspiration for the job and are able to inspire learners. They also considered it important that teachers focus on the learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.Peer reviewe

Teachers’ Perceptions of Using Drama- and Other Action-Based Methods in Language Education

This article examines teachers’ perceptions of the use of drama- and other action-based methods in teaching a foreign or second language in Finland. Prior research reveals that much foreign language teaching is textbook-based and does not utilize the target language effectively. International research on drama- and action-based methods shows that these instructional techniques are beneficial to student learning and language acquisition. The data for this study were collected through an online questionnaire with closed and open questions and analyzed inductively with content analysis. The findings indicate that a majority of the participants (n=130) used action-based methods regularly. Teachers used these methods because they believed they improve student learning, increase motivation, and liven up lessons. However, teachers lacked training in action-based methods and some also felt there is no time for these methods in busy schedules. Using drama methods was much less common than other action-based methods, such as different word games with movement. The findings show that although textbooks provide ideas for dramatized reading of texts, teachers found most activities online or made them up themselves. Drama and other action-based methods should be incorporated into teacher education and language textbooks so that teachers would gain confidence and competence in using them and have easy access to different, even more complex activities.Peer reviewe

Interculturality and English as a lingua franca - Internationalizing teacher education

This dissertation examines factors that distinguish an international English-medium instruction (EMI) teacher education programme from mainstream teacher education programmes. International teacher education is understood in this study as a transdisciplinary programme that is taught in English as a lingua franca (ELF) and that admits both international and domestic students. The students thus originate from different backgrounds and they are not all familiar with the local school system. The programme is mostly taught by teacher educators educated in the local context. This study explores student teachers and teacher educators conceptions and experiences of and adjustment to multiculturalism and English as a lingua franca in a Finnish university context. The purpose of this dissertation is to investigate the roles that these factors play in implementing an international subject teacher education programme within the context of local (teacher) education. This PhD study consists of five separate but interrelated studies that together form a more holistic picture of the phenomena studied. The five sub-studies examine the phenomena from different perspectives and aim at highlighting issues that are important for programme development. The sub-studies use various data collection methods: interviews, focus groups, student course work, questionnaires, and an excerpt from a recorded lecture. The data analysis methods consist of discursive pragmatics, thematic analysis and qualitative content analysis. As its theoretical contribution this study weaves together the four factors of internationalization, interculturality (including the inclusion of immigrant teachers in local schools as an intercultural phenomenon), transdisciplinarity and English as a lingua franca, and conceptualizes their interrelations. On the one hand, this study reveals the complexity of constructing an international teacher education programme. On the other hand, the study provides a model for supporting teaching and learning in the context of international, transdiscipinary teacher education in order for it to serve the needs and demands of today s students, teachers, institutions and societies

Interculturality and English as a lingua franca - Internationalizing teacher education

This dissertation examines factors that distinguish an international English-medium instruction (EMI) teacher education programme from mainstream teacher education programmes. International teacher education is understood in this study as a transdisciplinary programme that is taught in English as a lingua franca (ELF) and that admits both international and domestic students. The students thus originate from different backgrounds and they are not all familiar with the local school system. The programme is mostly taught by teacher educators educated in the local context. This study explores student teachers and teacher educators conceptions and experiences of and adjustment to multiculturalism and English as a lingua franca in a Finnish university context. The purpose of this dissertation is to investigate the roles that these factors play in implementing an international subject teacher education programme within the context of local (teacher) education. This PhD study consists of five separate but interrelated studies that together form a more holistic picture of the phenomena studied. The five sub-studies examine the phenomena from different perspectives and aim at highlighting issues that are important for programme development. The sub-studies use various data collection methods: interviews, focus groups, student course work, questionnaires, and an excerpt from a recorded lecture. The data analysis methods consist of discursive pragmatics, thematic analysis and qualitative content analysis. As its theoretical contribution this study weaves together the four factors of internationalization, interculturality (including the inclusion of immigrant teachers in local schools as an intercultural phenomenon), transdisciplinarity and English as a lingua franca, and conceptualizes their interrelations. On the one hand, this study reveals the complexity of constructing an international teacher education programme. On the other hand, the study provides a model for supporting teaching and learning in the context of international, transdiscipinary teacher education in order for it to serve the needs and demands of today s students, teachers, institutions and societies

A comparison study of the effect of curricula and amount of teaching on learning Swedish

Ruotsin kielen opiskelua varhennettiin suomenkielisissä kouluissa vuonna 2016. Nykyään oppilaat opiskelevat ruotsia neljän vuoden aikana (6–9 lk.) mutta yleensä edelleen 6 vuosiviikkotunnin (vvt) verran. Muutamassa kunnassa tuntimäärä on kuitenkin nostettu 8 vvt:iin. Tarkastelemme ruotsin kielen kokeella, miten oppilaiden oppimistulokset eroavat joko lisääntyneen tuntimäärän tai eriävän tuntimäärän välillä yhdessä Helsingin kaupungin koulussa (8 vvt) ja yhdessä Helsingin yliopiston harjoittelukoulussa (6 vvt). Tutkimustulokset osoittavat, että oppilaiden ruotsin kielen taito on keskimäärin heikko myös lisääntyneen tuntimäärän jälkeen. Lisätunnit ovat kuitenkin kaupungin koulussa tukeneet oppilaiden oppimista, vaikkakaan eivät kaikissa osa-alueissa. Harjoittelukoulussa hieman isompi prosenttiosuus oppilaista saavutti hyvän osaamisen tason kuin kaupungin koulussa, mutta hyvän osaamisen ylittäneiden oppilaiden prosenttiosuus oli kouluissa toisinpäin. Opetussuunnitelmauudistuksissa olisi tärkeä hyödyntää kielentutkimusta, jotta muutokset tukevat ja vahvistavat kieltenopiskelua.   Swedish as a second national language is a compulsory subject for all pupils in Finnish-medium basic education and even beyond. In 2016, along with a curriculum reform, learning Swedish was changed to start earlier in Grade 6 instead of the previous Grade 7. Nowadays, pupils study Swedish in four years (Gr. 6–9) instead of three years, but usually still in total 6 weekly lessons. In some municipalities, however, the number of weekly lessons has been raised to a total of 8 in four years. We examined with a Swedish test how pupils’ learning results differ either with an increased number of lessons or with a different number of lessons. We examined pupils’ learning in one school in Helsinki before and after the curriculum reform (6 and 8 weekly lessons), and in one University of Helsinki teacher training school after the reform (6 weekly lessons). The results show that pupils’ Swedish proficiency is on average weak even after the increased number of lessons. The extra hours in the city school have yet supported pupils’ learning, although not in all areas. A slightly larger percentage of pupils in the teacher training school reached the level of good competence compared to the city school, while the situation was exactly opposite with those pupils who exceeded the level of good competence. In a curriculum reform, it would be important to utilize language education research so that the changes support and enhance language learning.Peer reviewe