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

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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
Article number	104129
Journal	Teaching and Teacher Education
Volume	128
DOIs	https://doi.org/10.1016/j.tate.2023.104129
Publication status	Published - Jul 2023
MoE publication type	A1 Journal article-refereed

Keywords

Finland
Teacher perspectives
Immigrants
Preparatory education
Second language teaching
Educational policy

Access to Document

10.1016/j.tate.2023.104129Licence: CC BY

1-s2.0-S0742051X23001178-mainFinal published version, 1.01 MBLicence: CC BY

https://urn.fi/URN:NBN:fi-fe20230907120706

REDIT: Researching Effective Language-Game Design for Immigrant Integration
Acquah, E. (Principal Investigator), Bengs, A. (Co-Investigator), Majors, J. (Co-Investigator), Katz, H. (Co-Investigator) & Taylor, B. (Co-Investigator)
01/05/19 → 31/08/23
Project: Foundation

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.",

keywords = "Finland, Teacher perspectives, Immigrants, Preparatory education, Second language teaching, Educational policy",

author = "Taylor, {Blaine B.} and Mattias Wingren and Anette Bengs and Heidi Katz and Emmanuel Acquah",

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AU - Bengs, Anette

AU - Katz, Heidi

AU - Acquah, Emmanuel

PY - 2023/7

Y1 - 2023/7

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

KW - Teacher perspectives

KW - Immigrants

KW - Preparatory education

KW - Second language teaching

KW - Educational policy

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DO - 10.1016/j.tate.2023.104129

M3 - Article

SN - 0742-051X

VL - 128

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 104129

ER -

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

Abstract

Keywords

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Projects

REDIT: Researching Effective Language-Game Design for Immigrant Integration

Cite this