Educators’ perspectives related to preparatory education and integration training for immigrants in Finland

Blaine B. Taylor; Mattias Wingren; Anette Bengs; Heidi Katz; Emmanuel Acquah

doi:10.1016/j.tate.2023.104129

Educators’ perspectives related to preparatory education and integration training for immigrants in Finland

Blaine B. Taylor, Mattias Wingren, Anette Bengs, Heidi Katz, Emmanuel Acquah

Research output: Contribution to journal › Article › Scientific › peer-review

Abstract

This study explored educators' perceptions of preparatory education and integration training for immigrants in Finland. It included twelve semi-structured interviews of teachers working with adult or child immigrants. A thematic analysis identified: 1. Variances in students' knowledge, skill, and experience complicate integration; 2. Flexibility, the ability to alter classwork to suit students' needs, and the lack of preparatory support or relevant materials in diverse classrooms are problematic; 3. Adult immigrants’ perception as workers, not students, results in a disconnect between expectations. A holistic/ecological approach to addressing the challenges is required to support integration and inclusion better.

Original language	English
Journal	Teaching and Teacher Education
DOIs	https://doi.org/10.1016/j.tate.2023.104129
Publication status	Accepted/In press - 28 Mar 2023
MoE publication type	A1 Journal article-refereed

Keywords

Finland Teacher perspectives Immigrants Preparatory education Second language teaching Educational policy

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10.1016/j.tate.2023.104129

Cite this

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title = "Educators{\textquoteright} perspectives related to preparatory education and integration training for immigrants in Finland",

abstract = "This study explored educators' perceptions of preparatory education and integration training for immigrants in Finland. It included twelve semi-structured interviews of teachers working with adult or child immigrants. A thematic analysis identified: 1. Variances in students' knowledge, skill, and experience complicate integration; 2. Flexibility, the ability to alter classwork to suit students' needs, and the lack of preparatory support or relevant materials in diverse classrooms are problematic; 3. Adult immigrants{\textquoteright} perception as workers, not students, results in a disconnect between expectations. A holistic/ecological approach to addressing the challenges is required to support integration and inclusion better.",

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AU - Taylor, Blaine B.

AU - Wingren, Mattias

AU - Bengs, Anette

AU - Katz, Heidi

AU - Acquah, Emmanuel

PY - 2023/3/28

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N2 - This study explored educators' perceptions of preparatory education and integration training for immigrants in Finland. It included twelve semi-structured interviews of teachers working with adult or child immigrants. A thematic analysis identified: 1. Variances in students' knowledge, skill, and experience complicate integration; 2. Flexibility, the ability to alter classwork to suit students' needs, and the lack of preparatory support or relevant materials in diverse classrooms are problematic; 3. Adult immigrants’ perception as workers, not students, results in a disconnect between expectations. A holistic/ecological approach to addressing the challenges is required to support integration and inclusion better.

AB - This study explored educators' perceptions of preparatory education and integration training for immigrants in Finland. It included twelve semi-structured interviews of teachers working with adult or child immigrants. A thematic analysis identified: 1. Variances in students' knowledge, skill, and experience complicate integration; 2. Flexibility, the ability to alter classwork to suit students' needs, and the lack of preparatory support or relevant materials in diverse classrooms are problematic; 3. Adult immigrants’ perception as workers, not students, results in a disconnect between expectations. A holistic/ecological approach to addressing the challenges is required to support integration and inclusion better.

KW - Finland Teacher perspectives Immigrants Preparatory education Second language teaching Educational policy

UR - http://dx.doi.org/10.1016/j.tate.2023.104129

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M3 - Article

SN - 0742-051X

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

ER -

Educators’ perspectives related to preparatory education and integration training for immigrants in Finland

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REDIT: Researching Effective Language-Game Design for Immigrant Integration

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Educators’ perspectives related to preparatory education and integration training for immigrants in Finland

Abstract

Keywords

Access to Document

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REDIT: Researching Effective Language-Game Design for Immigrant Integration

Cite this