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Språk- och kunskaputvecklande undervisning - så här kommer ni igång!
Get PDFSpråkbakgrunden hos eleverna i de svenskspråkiga skolorna i Finland har förändrats en hel del under de senaste decennierna. Andelen elever som kommer från hem där det talas andra språk än skolspråket svenska har ökat och ser ut att fortsätta öka. Enligt den kartläggning som Utbildningsstyrelsen gjorde år 2013 har 51 % av eleverna i årskurs 1–6 svenska som enda hemspråk, 41 % både svenska och finska, 4 % endast finska och 5 % något annat hemspråk än finska och svenska. Genomsnitten döljer den stora språkliga variationen mellan olika regioner och skolor i Svenskfinland. Gruppen av flerspråkiga elever är fortsättningsvis liten och koncentrerad till vissa orter, framför allt i Nyland och Österbotten. Alla elever ska oavsett språkbakgrund ges likvärdiga möjligheter att uppnå de mål som finns inskrivna i Grunderna för läroplanen för den grundläggande utbildningen (LP 2014). Den stora frågan som denna utvärdering försökt besvara lyder: Hur klarar den finlandssvenska skolan av hanteringen av den stora mängden svensk-finskt tvåspråkiga och den växande mängden flerspråkiga elever? För att samla in information om hanteringen av tvåspråkigheten och flerspråkigheten riktades enkäter till flera olika målgrupper med anknytning till årskurs 1–6 i den grundläggande utbildningen. Insamlingen av information ägde rum under åren 2017–2018. Enkäterna besvarades av 204 klasslärare med svensk-finskt tvåspråkiga elever i åk 3 och 6, 79 klasslärare med flerspråkiga elever i åk 1–6, 118 rektorer i svenskspråkiga skolor med åk 1–6, 45 utbildningsanordnare med svenskspråkiga skolor med åk 1–6. Utöver dessa målgrupper insamlades information också av bland annat anordnare av svenskspråkig klasslärarutbildning och lärarfortbildning, producenter av läromedel, elever och vårdnadshavare. Resultaten i utvärderingen bygger på svar från många olika slags kommuner och skolor i Svenskfinland, små och stora skolor och skolor i olika regioner och språkmiljöer. 4 Resultaten i utvärderingen vittnar inte om någon entydig kritik mot de övergripande strukturerna i utbildningssystemet. Styrsystemet med läroplansgrunder, grundläggande finansiering, lärarutbildning, lärarfortbildning och så vidare verkar inte direkt hindra eller försvåra hanteringen av tvåspråkigheten eller flerspråkigheten. Styrsystemet möjliggör åtminstone i teorin en ändamålsenlig undervisning för både svensk-finskt tvåspråkiga och flerspråkiga elever. De utmaningar som kommer till uttryck handlar ofta om lokala svårigheter med att utnyttja de övergripande möjligheter som finns. Svårigheterna kan till exempel handla om resursbrister eller svårigheter med att ordna enskilda lärokurser i svenska som andraspråk och litteratur, modersmålsinriktad finska eller elevens eget modersmål för enskilda elever. Generellt sett kräver den stora andelen tvåspråkiga elever i de svenskspråkiga skolorna kontinuerliga och systematiska satsningar på språkstödjande och -utvecklande verksamhet. Rapporten ger mycket information om hur tvåspråkigheten och flerspråkigheten hanteras på det kommunala planet och i de enskilda skolorna och klassrummen. Genom svaren från de olika respondentgrupperna framgår ett stort antal konkreta förfaranden, erfarenheter, både kritiska och konstruktiva synpunkter och åsikter om de språkliga utmaningarna i de svenskspråkiga skolorna. En del av de frågor som aktualiseras i utvärderingen gäller inte bara den finlandssvenska skolan, utan är uttryck för utmaningar som präglar många olika verksamhetsområdenSuomessa toimivien ruotsinkielisten koulujen oppilaiden kielitausta on muuttunut huomatta- vasti viime vuosikymmenien aikana. Yhä suurempi osa oppilaista tulee kodeista, joissa puhutaan muutakin kieltä kuin ruotsia, ja heidän osuutensa näyttää kasvavan edelleen. Opetushallituksen vuonna 2013 tekemän tutkimuksen mukaan vuosiluokkien 1–6 oppilaista 51 %:lla ruotsi on ainoa kotikieli, 41 % puhuu kotikielenään sekä ruotsia että suomea, 4 % vain suomea ja 5 % jotakin muuta kieltä. Keskiarvot eivät tuo esille eri alueiden ja koulujen välistä suurta kielellistä vaihtelua. Monikielisten oppilaiden ryhmä on yhä pieni ja keskittynyt yksittäisille paikkakunnille, etenkin Uudellamaalla ja Pohjanmaalla. Kaikille oppilaille olisi kielitaustasta riippumatta annettava tasavertaiset mahdollisuudet saavuttaa Perusopetuksen opetussuunnitelman perusteissa (POPS 2014) esitetyt tavoitteet. Tässä arvioinnissa yritettiin vastata kysymykseen: Kuinka ruotsinkieliset koulut kykenevät ottamaan huomioon suuren määrän kaksikielisiä (ruotsi ja suomi) ja yhä suurenevan määrän monikielisiä oppilaita? Tässä arvioinnissa kaksi- ja monikielisyyden huomioon ottamisesta keskityttiin persuopetuksen vuosiluokkiin 1–6. Tietoa kerättiin vuosina 2017–2018 eri kohderyhmille suunnatuilla kyselyilä. Kyselyihin vastasi 204 luokanopettajaa, jotka opettivat ruotsia ja suomea puhuvia kaksikielisiä oppilaita vuosiluokilla 3 ja 6, 79 luokanopettajaa, jotka opettivat monikielisiä oppilaita vuosiluokilla 1–6, 118 ruotsinkielisten koulujen vuosiluokkien 1–6 rehtoria ja 45 ruotsinkielistä koulutuksen järjestäjää. Näiden kohderyhmien lisäksi tietoja kerättiin myös ruotsinkielisen luokanopettajakou- lutuksen järjestäjiltä, opettajien täydennyskoulutuksen järjestäjiltä, oppimateriaalien tuottajilta, oppilailta ja huoltajilta. Arvioinnin tulokset edustavat kattavasti kouluja ja koulutuksen järjestäjiä hyvin erilaisista olo- suhteista. Joukossa on pieniä ja suuria kouluja sekä eri alueiden ja kieliympäristöjen kouluja. 5 Yhteenveto Arvioinnin tuloksista ei käy ilmi kritiikkiä koulutusjärjestelmän yleisiä rakenteita kohtaan. Muun muassa opetussuunnitelmaan, perusrahoitukseen, opettajankoulutukseen ja opettajien täydennyskoulutukseen perustuva ohjausjärjestelmä ei näyttäisi suoraan estävän tai vaikeuttavan kaksikielisyyden tai monikielisyyden käsittelyä. Ohjausjärjestelmä sallii ainakin teoriassa sekä ruotsia ja suomea puhuvien kaksikielisten että monikielisten oppilaiden tarkoituksenmukaisen opetuksen. Esiin tulleet haasteet liittyvät usein paikallisiin vaikeuksiin hyödyntää käytettävissä olevia yleisiä mahdollisuuksia. Vaikeudet voivat liittyä esimerkiksi puutteellisiin resursseihin tai vaikeuksiin järjestää yksittäisille oppilaille yksittäisiä oppimääriä, kuten ruotsi toisena kielenä ja kirjallisuus -oppimäärää, äidinkielenomaista suomea tai oppilaan omaa äidinkieltä. Kaksikielisten oppilaiden suuri osuus ruotsinkielisten koulujen oppilaista vaatii yleisesti ottaen jatkuvaa ja järjestelmällistä panostusta kieltä tukevaan ja kehittävään toimintaan. Raportti tuo esille runsaasti tietoa kaksikielisyyden ja monikielisyyden huomioon ottamisesta sekä kuntatasolla että yksittäisissä kouluissa ja luokissa. Eri vastaajaryhmien vastauksista nousee esille käytännön toimintatapoja ja kokemuksia, sekä kriittisiä että rakentavia näkökulmia ja näkemyksiä ruotsinkielisten koulujen kielellisistä haasteista ja mahdollisuuksista. Monet arvioinnissa esiin tulleista asioista eivät pelkästään liity ruotsinkielisiin kouluihin vaan kuvastavat myös yleisemmin ruotsinkielisen vähemmistön haasteita.The linguistic background of pupils in Swedish-speaking schools in Finland has changed considerably in the past decades. The portion of pupils from homes where languages other than Swedish are also spoken has increased and is expected to continue to do so. According to a 2013 survey conducted by the Finnish National Agency for Education, 51 % of pupils in grades 1–6 spoke Swedish as their only language at home, 41 % spoke both Swedish and Finnish, 4 % only Finnish and 5 % a language other than Finnish or Swedish. The gures do not reveal the great linguistic variation between different regions and schools in Swedish-speaking Finland. The group of multilingual pupils is still small and is concentrated in a few locations, especially in the Uusimaa and Ostrobothnia regions. Irrespective of their linguistic background, all pupils must be provided equal opportunities to achieve the goals described in the National core curriculum for basic education (2014). The key question that this evaluation aimed to answer was: How are Swedish-speaking schools in Finland dealing with the large number of Swedish-Finnish bilingual pupils and the growing number of multilingual pupils? To collect information about the handling of bilingualism and multilingualism, surveys were conducted among various target groups linked to grades 1–6 in basic education. The information was collected in 2017–2018. Survey responses were obtained from 204 class teachers working with Swedish-Finnish bilingual pupils in grades 3 and 6, from 79 class teachers of multilingual pupils in grades 1–6, from 118 principals of Swedish-speaking schools offering grades 1–6 and from 45 education providers running Swedish-speaking schools with grades 1–6. In addition to these target groups, information was also collected from providers of Swedish-language class teacher education and continuing education for teachers, producers of educational material, pupils and parents or caregivers. 7 Abstract Publisher Finnish Education Evaluation Centre (FINEEC) Title of publication The results of the evaluation are based on responses from a variety of municipalities and schools in Swedish-speaking Finland: both small and large schools and schools from different regions and linguistic environments. The results do not indicate a clear criticism about the overall structures of the education system. The steering system – comprising, for example, the national core curriculum, core funding, teacher education and continuing education for teachers – does not appear to directly prevent or obstruct the handling of bilingualism or multilingualism. In theory, at least, the steering system enables the provision of appropriate instruction for both bilingual Swedish-Finnish pupils and multilingual pupils. The challenges observed are often related to local dif culties in taking advantage of the general opportunities available. These may deal with, for example, a scarcity of resources or problems with organising some syllabuses in Swedish as a second language and literature, Finnish as a mother tongue or the mother tongue of individual pupils. In general, the large portion of bilingual pupils in Swedish-speaking schools requires continuous, systematic investment into activities that support and develop language use. The report provides a great deal of information about the way in which bilingualism and multilingualism are handled at the municipal level and in individual schools and classrooms. The responses from the different groups of respondents describe numerous concrete practices, practical examples, experiences, both critical and constructive viewpoints as well as opinions regarding the linguistic challenges experienced in Swedish-speaking schools. Some of the issues that emerge from the evaluation do not affect Swedish-speaking schools in Finland alone, but are an expression of the challenges experienced in many different areas of activities where the Swedish language holds the minority position in relation to the Finnish language
The cultural dimension in focus : promoting awareness of diversity and respect for difference in a Finland-Swedish EFL classroom
No full textThis study addresses the role of EFL education, its potential and shortcomings, and the challenges the future of EFL education will bring. It is argued that new societal demands and the limited time we have at our disposal in the classroom make it necessary to rethink goals and content and move away from the transmissionof limited sets of facts and information to helping students develop awareness and competences that can be applied in many different situations, also in a perspective of lifelong learning. The overall aim of the current study is to problematize and increase understanding of the implementation of cultural aspects in the language classroom by addressing the interrelated what, why and how of the cultural dimension within EFL education. This has been conducted by means of theoretical explorations into the area, alongside an attempt at promoting intercultural competence (IC) in a more systematic and insightful manner within my own educational praxis. The focus of the intercultural work in the classroom was on the promotion of awareness of difference and diversity, as well as respect for such difference through the ability to decenter from cultural norms and behavior that previously have been taken for granted. These are two elements that have been suggested as fundamental for other work with IC in the classroom and for the realization of important aspects of the underlying values of basic education. In the context of this study, IC comprises several interconnected components supportingeach other in a variety of ways, with the further aim being interaction with and respect for difference in general, not only concerning e.g. representatives ofcertain English-speaking communities. The methodology was informed by action research, with myself in the role of the teacher-researcher or the reflective practitioner. For the purpose of the project I was authorized to take on the EFL education for the three years of upper comprehensive school of one random class of students originally assigned to one of the language teachers of the selected Finland-Swedish school. Thus, the class of 17 students was not specifically chosen for the project, and the aims and contents chosen for the development project were placed within the framework of the ordinary curriculum. By exploring the students¿ insights concerning different English-speaking cultural groups, mainly through a set of questionnaires, it was possible to outline the work with the cultural dimension in the classroom for the following three years. Work progress was evaluated at specific stages, and the final project evaluations were conducted through individual student interviews in grade 9. The interviews were focused on possible development of students¿ insights concerning different aspects of the cultural dimension. In particular this concerned awareness of difference and diversity, including modification of stereotypes, as well as the ability to decenterin order to be better able to respect such difference. I also explored students¿ awareness and views of the activities and approaches used in class, as well asaffordances both inside and outside the EFL classroom in relation to these intended insights. A further focus area was the perceived relevance to students of different aspects of the cultural dimension. The frameworks and approaches adopted for the work in the classroom all have in common that they are based on a constructivist framework, where knowledge is constructed and reconstructed through interaction with one¿s social and cultural environment, including interaction with others. Reflective processes precede or are simultaneous with the learning of basic factual knowledge. This entails a view of learning as a progression from simple to more complex models rather than as a progression from facts to understanding and analysis. Here, the development of intercultural competence is seen asa cyclical process, or along a spiral curriculum, from simple to more complex levels through a combination of cognitive, affective and behavioral elements within a framework of experiential learning. This project has shown one possible wayforward concerning the development of intercultural competence within EFL education through a more systematic and comprehensive approach regarding linguistic and cultural aspects. The evaluation of the educational process explored in the study suggests the possibilities for work with the promotion of awareness of difference and diversity concerning some specific context that, based on students¿ prior knowledge and preconceptions, would benefit from further work. In this case, the specific context primarily concerned different aspects of both cultural and linguistic conditions in the UK. It is also suggested that many students developed the ability to decenter, described in the study as integral to being able to respect otherness. What still remains to be explored are more individualized approaches considering students¿ different levels of departure. Further work alsoneeds to be put into how to apply insights gained in these specific situations to more general contexts. It is also necessary to explore the use of the suggested approaches in a wider range of different contexts.ei tietoa saavutettavuudest
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Changing society - changing language learning and teaching practices?
No full textSwift and unexpected changes have taken place in society over the past few decades: globalisation, increasing
mobility, labour market changes and fast technological development have transformed society, making it
multicultural, multilingual and multimodal. Education – and here above all language education – is at the centre of
most societal activities and should be able to react to the changes quickly and flexibly. However, the changes in
education are slow, and the views of the parties involved in the various levels of education as to the changes and
their consequences do not always correspond. The purpose of this article is to outline the field of language education
in the midst of the current societal changes through the conceptions and activities of three different actor levels:
teacher educators, practising teachers, and student teachers (i.e. future teachers). The article draws from the results
of two studies. The first is used to outline the different actors’ conceptions of the on-going societal changes and their
effects on language education. In the second study, we will take a closer look at the phenomena behind the findings
presented in the first study. More specifically, the aim is to examine the media uses, conceptions and mindsets from
the perspective of the future teachers.peerReviewe
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