Beskrivning
Abstract:The national core curriculum in Finland builds on a communicative and action-oriented view of language education, where active, versatile language use and meaningful interaction constitute important prerequisites for language learning (cf. Bardel, 2019; Council of Europe, 2001). In the process whereby the guidelines stipulated in the curriculum are transferred into practice, teachers have a central role in interpreting these and arranging instruction so that the content and methods used meet pupils’ previous experiences and needs in a meaningful learning process (Uljens & Ylimäki, 2017).
The current study is the starting point of the project Kalejdospråk 2023-2025 that aims to develop models for an inclusive and holistic language education for all. In this study we explore what language teaching practices currently look like in basic education within a Finland-Swedish context. What do teachers consider important when it comes to language education and what challenges are they currently facing? The study is based on a survey that was sent out in September 2022 to all schools providing basic education in Swedish (approximately 200 schools). The survey included both closed (multiple choice) and open-ended questions and 130 teachers (class teachers and language teachers) involved in language teaching answered. Above all, the teachers considered it important that pupils are encouraged to use the target language and that everyone has the opportunity to develop their linguistic skills, regardless of proficiency level. At the same time, the results highlight challenges when it comes to creating a safe and inspiring learning environment, seeing that learners’ proficiency levels, interests and prerequisites are so varied and resources lacking.
References:
Bardel, C. (2019). Kommunikativ språkundervisning och en handlingsorienterad språksyn. https://larportalen.skolverket.se
Council of Europe. (2001). Common European Framework of reference for languages: Learning, teaching, assessment. Cambridge University press.
Uljens, M., & Ylimäki, R. (2017). Bridging educational leadership, curriculum theory and Didaktik: Non-affirmative theory of education. Springer Open.
| Period | 9 maj 2023 |
|---|---|
| Evenemangstitel | NoFa9 – The 9th Nordic Conference on Subject Education: NoFa9 |
| Typ av evenemang | Konferens |
| Plats | Vasa, FinlandVisa på karta |
| Omfattning | Internationell |