The Finnish classroom assessment culture is considered that of assessment for learning. The situation in upper-secondary schools is different, however. While teachers in Finland appreciate assessment supporting learning, they feel unable to merge it with assessment of learning outcomes, and favour the latter due to the Matriculation Examination (ME; e.g. Leontjev, submitted), a high-stakes exam growingly used in university admission. Learners, likewise, expect teachers to prepare them for the ME (Lakkala & Ilomäki, 2013), the results of which play a significant role in their further studies. The tension between assessment for learning and exam preparation is, therefore, often resolved in the benefit of the latter. In the present study, we illustrate how this tension can be resolved for teachers and learners in the benefit of supporting learning both in praxis—a dialectical unity of theory and practice, drawing on a detailed analysis of two interactions with learners. We will discuss the implications for the development of teacher classroom practices and teachers’ professional development.
{"title":"Resolving tensions caused by high-stakes assessment in an L2 classroom through mediation","authors":"D. Leontjev, Pirjo Pollari","doi":"10.47862/apples.102950","DOIUrl":"https://doi.org/10.47862/apples.102950","url":null,"abstract":"The Finnish classroom assessment culture is considered that of assessment for learning. The situation in upper-secondary schools is different, however. While teachers in Finland appreciate assessment supporting learning, they feel unable to merge it with assessment of learning outcomes, and favour the latter due to the Matriculation Examination (ME; e.g. Leontjev, submitted), a high-stakes exam growingly used in university admission. Learners, likewise, expect teachers to prepare them for the ME (Lakkala & Ilomäki, 2013), the results of which play a significant role in their further studies. The tension between assessment for learning and exam preparation is, therefore, often resolved in the benefit of the latter. In the present study, we illustrate how this tension can be resolved for teachers and learners in the benefit of supporting learning both in praxis—a dialectical unity of theory and practice, drawing on a detailed analysis of two interactions with learners. We will discuss the implications for the development of teacher classroom practices and teachers’ professional development.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117330559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master’s thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a collaborative act of matching assessment criteria to student performance, through the authorized teacher’s controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue toward the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts.
本文报道了瑞典少数民族语言教师在所谓的母语(MT)学科中进行在线共同评估的案例研究。这些共同评估，包括合格和不合格的教师，以前没有被调查过，尽管瑞典学校非常强调共同评估的做法。数据的收集是为了硕士论文项目(见未发表的论文，Caliolo, 2021)和本文的目的。在对三次共同评估和四次教师访谈进行互动分析的基础上，我们的目标是在这一制度框架内就师徒关系中的两个教师角色是如何通过互动产生的提供关于共同评估的新知识。脚本框架包括通过授权教师的控制动作将评估标准与学生表现相匹配的协作行为(Linell, 1990, p. 161)。被授权的教师利用他们作为专家的角色，提出澄清性的问题，并将对话导向既定的标准(参见directive moves, Linell, 1990)，但也通过互动平衡行为为教师反思提供空间。在更好地整合教师经验和提供更好的机会与教同一种语言的教师共同评估方面确定了一项挑战，这可以更密切地关注教学的各个方面。该研究指出，需要对这些评估实践进行进一步的批判性调查，这些评估实践强调了多语言学生日益平等的教育机会，以及如何将当前标准的解释与学生在类似语言学习环境中的表现联系起来。
{"title":"Co-assessment among language teachers","authors":"Susanna Caliolo, Christina Hedman","doi":"10.47862/apples.111634","DOIUrl":"https://doi.org/10.47862/apples.111634","url":null,"abstract":"This paper reports on a case study of online co-assessment practices among teachers of minoritized languages in the so-called Mother Tongue (MT) subject in Sweden. These co-assessments, involving both qualified and unqualified teachers, have not previously been investigated, despite the strong emphasis on co-assessment practices in the Swedish school. The data was collected both for a master’s thesis project (see unpublished thesis, Caliolo, 2021) and for the sake of this paper. On the basis of interactional analyses of three co-assessments and four teacher interviews, our aim was to contribute new knowledge on co-assessment within this institutional frame regarding how the two teacher roles in a master-apprentice relationship were produced through interaction. The scripted frame included a collaborative act of matching assessment criteria to student performance, through the authorized teacher’s controlling moves (Linell, 1990, p. 161). The authorized teachers used their roles as experts to ask clarifying questions and to orient the dialogue toward the stated standards (cf. directive moves, Linell, 1990), but also to provide space for teacher reflections through an interactional balancing act. A challenge was identified in terms of better integrating teacher experience and of providing better opportunities to co-assess with teachers who teach the same language, which allows for a closer focus on aspects of teaching. The study points to a need for further critical inquiry into these assessment practices, which undergird increasing equal educational opportunities for multilingual students, and how interpretations of current standards are linked to student performance in similar language learning contexts.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126444624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the last few decades, English-medium Instruction (EMI) has been the focus of a rapidly increasing body of research. While such research has tended to cover certain aspects of the phenomenon extensively, others still remain under-researched. For example, in focusing primarily on STEM (Science, Technology, Engineering, and Mathematics) disciplines, EMI investigations have devoted limited attention to the potential relevance of disciplinary differences. Similarly, while EMI has been noted to differ from context to context, the practical implications of cultural differences in EMI implementations continue to be overlooked. The present study aims to shed some light on the role played by disciplinary and cultural specificities via an investigation of beliefs and reported practices of 13 Italian lecturers. The lecturers were selected to represent a variety of disciplinary backgrounds and individually interviewed about their experiences as teachers and scholars. The interviews were subsequently subjected to a thematic analysis. The results reinstate to an extent the influence of disciplinary culture; however, they also point to an important role played by the local culture in shaping both beliefs and practices. Additionally, the results also reveal a nuanced understanding of the opportunities and challenges of EMI among these participants, stressing the need for more attention to cultural mediation in international higher education.
{"title":"English-medium Instruction through the lens of discipline and culture","authors":"Beatrice Zuaro","doi":"10.47862/apples.110215","DOIUrl":"https://doi.org/10.47862/apples.110215","url":null,"abstract":"In the last few decades, English-medium Instruction (EMI) has been the focus of a rapidly increasing body of research. While such research has tended to cover certain aspects of the phenomenon extensively, others still remain under-researched. For example, in focusing primarily on STEM (Science, Technology, Engineering, and Mathematics) disciplines, EMI investigations have devoted limited attention to the potential relevance of disciplinary differences. Similarly, while EMI has been noted to differ from context to context, the practical implications of cultural differences in EMI implementations continue to be overlooked. The present study aims to shed some light on the role played by disciplinary and cultural specificities via an investigation of beliefs and reported practices of 13 Italian lecturers. The lecturers were selected to represent a variety of disciplinary backgrounds and individually interviewed about their experiences as teachers and scholars. The interviews were subsequently subjected to a thematic analysis. The results reinstate to an extent the influence of disciplinary culture; however, they also point to an important role played by the local culture in shaping both beliefs and practices. Additionally, the results also reveal a nuanced understanding of the opportunities and challenges of EMI among these participants, stressing the need for more attention to cultural mediation in international higher education. ","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"63 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129556069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes international university lecturers’ perceptions about the role of English in their teaching. The lecturers (N=31) of a Finnish university, representing 20 nationalities, attended a pedagogical development course intended to enhance their understanding of communicative skills used in teaching and English-medium instruction (EMI). University programmes with EMI have tripled in the last decade in Europe (Richter, 2019), yet the focus of university lecturers is rarely on the language but on the content (Doiz & Lasagabaster, 2021). A pre-course written reflection task was used to determine how the lecturers defined communicative teaching and the role of EMI in their teaching. Post-course, following teaching demonstrations and peer feedback, the lecturers completed another reflective written task to examine if their approach to EMI had altered. The results indicate that most international university lecturers, both non-native and native speakers of English, pre-course viewed the role of EMI as minimal in their teaching as they expected students to be able to study their field in English. In the post-course analysis, however, many lecturers noted that they had become more conscious of their language use, rate of speech and clarity to be more mindful of their students studying in another language. The study suggests that university lecturers should increase awareness of their use of English in EMI to enhance the quality of their communication and teaching to support students’ learning in a second language.
{"title":"University lecturers' perceptions of the role of English in their teaching","authors":"Satu Tuomainen","doi":"10.47862/apples.107857","DOIUrl":"https://doi.org/10.47862/apples.107857","url":null,"abstract":"This paper describes international university lecturers’ perceptions about the role of English in their teaching. The lecturers (N=31) of a Finnish university, representing 20 nationalities, attended a pedagogical development course intended to enhance their understanding of communicative skills used in teaching and English-medium instruction (EMI). University programmes with EMI have tripled in the last decade in Europe (Richter, 2019), yet the focus of university lecturers is rarely on the language but on the content (Doiz & Lasagabaster, 2021). A pre-course written reflection task was used to determine how the lecturers defined communicative teaching and the role of EMI in their teaching. Post-course, following teaching demonstrations and peer feedback, the lecturers completed another reflective written task to examine if their approach to EMI had altered. The results indicate that most international university lecturers, both non-native and native speakers of English, pre-course viewed the role of EMI as minimal in their teaching as they expected students to be able to study their field in English. In the post-course analysis, however, many lecturers noted that they had become more conscious of their language use, rate of speech and clarity to be more mindful of their students studying in another language. The study suggests that university lecturers should increase awareness of their use of English in EMI to enhance the quality of their communication and teaching to support students’ learning in a second language.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132994800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Social identity in the form of group membership is not fixed but may be revised over time. One context which conditions contact between social groups and might lead to a repositioning on the social identity scale is that of migration. This article examines how relations between different sociocultural groups are portrayed and how social identity is linguistically negotiated in accounts on cultural differences by second-generation Bosnian immigrants in Swedish-language Finland. The analysis focusses on how the speakers present their own, as well as the other’s voice, that of the local, non-immigrant population, in the form of direct quotations. The study demonstrates that second-generation immigrant speakers utilise quotations to characterise the non-immigrant population by verbalising their negative and disinterested attitude towards immigrants and their heritage cultures. The second-generation immigrant speakers also use quoting to express their own emotional reaction towards the excluding behaviour by the non-immigrant population and portray themselves as involuntary out-group members in relation to the local non-immigrant population. The article argues that quoting as a stylistic device allows the speakers to implicitly comment on the marginalisation they experience by the non-immigrant population and to make their experiences more tangible for the interlocutor. On a more general level, the present study contributes to our understanding of quotations as devices that pragmatically convey the speaker’s stance towards the quoted content and with that, the quoted party, not only through semantic content, but also through variation within the quotative frame.
{"title":"Portraying the voice of the other","authors":"Maria Kwiatkowski","doi":"10.47862/apples.113748","DOIUrl":"https://doi.org/10.47862/apples.113748","url":null,"abstract":"Social identity in the form of group membership is not fixed but may be revised over time. One context which conditions contact between social groups and might lead to a repositioning on the social identity scale is that of migration. This article examines how relations between different sociocultural groups are portrayed and how social identity is linguistically negotiated in accounts on cultural differences by second-generation Bosnian immigrants in Swedish-language Finland. The analysis focusses on how the speakers present their own, as well as the other’s voice, that of the local, non-immigrant population, in the form of direct quotations. The study demonstrates that second-generation immigrant speakers utilise quotations to characterise the non-immigrant population by verbalising their negative and disinterested attitude towards immigrants and their heritage cultures. The second-generation immigrant speakers also use quoting to express their own emotional reaction towards the excluding behaviour by the non-immigrant population and portray themselves as involuntary out-group members in relation to the local non-immigrant population. The article argues that quoting as a stylistic device allows the speakers to implicitly comment on the marginalisation they experience by the non-immigrant population and to make their experiences more tangible for the interlocutor. On a more general level, the present study contributes to our understanding of quotations as devices that pragmatically convey the speaker’s stance towards the quoted content and with that, the quoted party, not only through semantic content, but also through variation within the quotative frame.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124626552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper explores the experiences of sociocultural adjustment of four multilingual international students who speak English as an additional language (EAL) at a Canadian university. International students have been associated with negative images of failure and disruption to higher education on the basis of the hierarchy of cultures that privileges local and western knowledge. Multilingual EAL international students in particular have been broadly characterised as deficient speakers of English considering their non-native proficiency. From this point of view, multilingual international students tend to experience a kind of double deficit as they are compared to both local and native-speaker students. By employing interviews and photographs, this paper seeks to understand and represent the experiences of sociocultural adjustment of the four students and provides an emic, balanced account of each student’s journey which also takes into account the ways in which the students exercised agency. Findings demonstrate the complexity of the international student experience and the importance of meaningful social interaction for multilingual international students to feel included in their communities. Photographs depict experiences from the students’ perspectives which the students considered representative of positive sociocultural adjustment, but also of challenges in the same domain. This paper concludes with insights related to improving the sociocultural adjustment experiences of multilingual international students.
{"title":"Worlds apart","authors":"V. Tavares","doi":"10.47862/apples.110026","DOIUrl":"https://doi.org/10.47862/apples.110026","url":null,"abstract":"This paper explores the experiences of sociocultural adjustment of four multilingual international students who speak English as an additional language (EAL) at a Canadian university. International students have been associated with negative images of failure and disruption to higher education on the basis of the hierarchy of cultures that privileges local and western knowledge. Multilingual EAL international students in particular have been broadly characterised as deficient speakers of English considering their non-native proficiency. From this point of view, multilingual international students tend to experience a kind of double deficit as they are compared to both local and native-speaker students. By employing interviews and photographs, this paper seeks to understand and represent the experiences of sociocultural adjustment of the four students and provides an emic, balanced account of each student’s journey which also takes into account the ways in which the students exercised agency. Findings demonstrate the complexity of the international student experience and the importance of meaningful social interaction for multilingual international students to feel included in their communities. Photographs depict experiences from the students’ perspectives which the students considered representative of positive sociocultural adjustment, but also of challenges in the same domain. This paper concludes with insights related to improving the sociocultural adjustment experiences of multilingual international students.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132286385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As most African countries, Namibia is multilingual, but the linguistic diversity is not fully appreciated nor supported in the language education policy. Nationalist one nation – one language ideologies and policy makers' desire to remove Afrikaans from its former power position and replacing it with English have affected the choices of the official language and the medium of instruction policies. The current language education policy has contributed to low academic achievements and high school dropout rates. This article discusses the development of the language education policy in independent Namibia within the critical language policy framework. The language education policy is re-evaluated from a historical perspective in order to understand the current situation and the recent developments. The method is historical-structural analysis of institutional texts. The focus is on the choice of the official language and the medium of instruction policy. The covert policy is analysed in light of educational statistics and examination results. The analysis reveals that the language education policy has remained almost the same during the years of independence, and the efforts of extending mother tongue instruction to senior primary have not been successful. Despite the twofold emphasis of the overt policy of promoting the local languages and making the citizens proficient in English, the covert policy is more English-oriented. Multilingual teaching practices and pedagogies, including translanguaging, are discussed as a feasible option to promote more flexible multilingual education and to strengthen the learners' multilingual identities.
{"title":"Factors affecting language policy choices in the multilingual context of Namibia","authors":"Soili Norro","doi":"10.47862/apples.107212","DOIUrl":"https://doi.org/10.47862/apples.107212","url":null,"abstract":"As most African countries, Namibia is multilingual, but the linguistic diversity is not fully appreciated nor supported in the language education policy. Nationalist one nation – one language ideologies and policy makers' desire to remove Afrikaans from its former power position and replacing it with English have affected the choices of the official language and the medium of instruction policies. The current language education policy has contributed to low academic achievements and high school dropout rates. This article discusses the development of the language education policy in independent Namibia within the critical language policy framework. The language education policy is re-evaluated from a historical perspective in order to understand the current situation and the recent developments. The method is historical-structural analysis of institutional texts. The focus is on the choice of the official language and the medium of instruction policy. The covert policy is analysed in light of educational statistics and examination results. The analysis reveals that the language education policy has remained almost the same during the years of independence, and the efforts of extending mother tongue instruction to senior primary have not been successful. Despite the twofold emphasis of the overt policy of promoting the local languages and making the citizens proficient in English, the covert policy is more English-oriented. Multilingual teaching practices and pedagogies, including translanguaging, are discussed as a feasible option to promote more flexible multilingual education and to strengthen the learners' multilingual identities.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"76 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126028811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the language practices and choices of four teachers in a co-located kindergarten in Finland. Following Finland’s official bilingualism, the education system is built on two tracks – Finnish and Swedish. As official languages of Finland, the two languages share the same status, but since Finnish is the registered language of the vast majority of the population, Swedish can be seen as a de facto minority language – one reason why Swedish education has been seen as an important space for maintaining Swedish language and culture. This constitutes an important perspective for research on Finnish and Swedish early childhood education units that are located in the same building. In this article, the language practices and choices of four kindergarten teachers are examined. The teachers worked in different groups: two of them in Swedish groups and two in Finnish groups. These teachers’ everyday activities were observed and recorded, and the teachers were interviewed about their language practices and choices. Through data source and methodological triangulation, this article illustrates how the teachers worked side by side in collaboration and across language borders, and thus created a feeling of community between the Finnish and Swedish groups. Sharing some of the spaces and activities broadened the space and made it more bilingual. At the same time, the teachers’ language practices gave extra support to Swedish, which was used not only in the Swedish groups but also with bilinguals in the Finnish groups.
{"title":"Teachers’ language practices and choices in a bilingual, co-located kindergarten in Finland","authors":"Pauliina Sopanen","doi":"10.47862/apples.107280","DOIUrl":"https://doi.org/10.47862/apples.107280","url":null,"abstract":"This article explores the language practices and choices of four teachers in a co-located kindergarten in Finland. Following Finland’s official bilingualism, the education system is built on two tracks – Finnish and Swedish. As official languages of Finland, the two languages share the same status, but since Finnish is the registered language of the vast majority of the population, Swedish can be seen as a de facto minority language – one reason why Swedish education has been seen as an important space for maintaining Swedish language and culture. This constitutes an important perspective for research on Finnish and Swedish early childhood education units that are located in the same building. In this article, the language practices and choices of four kindergarten teachers are examined. The teachers worked in different groups: two of them in Swedish groups and two in Finnish groups. These teachers’ everyday activities were observed and recorded, and the teachers were interviewed about their language practices and choices. Through data source and methodological triangulation, this article illustrates how the teachers worked side by side in collaboration and across language borders, and thus created a feeling of community between the Finnish and Swedish groups. Sharing some of the spaces and activities broadened the space and made it more bilingual. At the same time, the teachers’ language practices gave extra support to Swedish, which was used not only in the Swedish groups but also with bilinguals in the Finnish groups.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127125940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study contributes to a deeper understanding of LIP. The schoolscape is analysed as reconstructions of photographs of displayed images, objects, symbols, and written language on walls and elsewhere in the school area. The photographs are analysed in terms of how they orient to time, place, and space; control behaviour; and shape discourses. Through the analysis, discourses of an organized, inclusive, and tolerant society appear, that simultaneously shape a discourse of behaviour: in this school (and in Sweden) we (want to) follow (the) rules. Students’ multilingualism is nearly absent in the schoolscape, as is their agency. In line with Bhabha’s concept third space, the schoolscape may be understood as a space for Swedishness, where inclusion demands mastery of Swedish. The in-betweenness of the LIP, as a transitional programme, appears as a space to escape otherness by changing language, which is the requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape does not open up spaces for identity development related to multilingualism or multiculturalism. Opening space for students as agents in the schoolscape and making their diverse linguistic resources visible would also open up a third space for negotiation of norms, through contestation, resistance, and manifestation. Thus students’ development of multiple identities would be enabled and their opportunities to be (co-)creators of their own futures widened.
{"title":"Schoolscaping in the third space","authors":"Åsa Wedin","doi":"10.47862/apples.110860","DOIUrl":"https://doi.org/10.47862/apples.110860","url":null,"abstract":"The aim of this paper is to trace students’ multilingualism and agency in the schoolscape of the Language Introduction Programme (LIP) in one Swedish upper secondary school. Through linguistic schoolscaping, the study contributes to a deeper understanding of LIP. The schoolscape is analysed as reconstructions of photographs of displayed images, objects, symbols, and written language on walls and elsewhere in the school area. The photographs are analysed in terms of how they orient to time, place, and space; control behaviour; and shape discourses. Through the analysis, discourses of an organized, inclusive, and tolerant society appear, that simultaneously shape a discourse of behaviour: in this school (and in Sweden) we (want to) follow (the) rules. Students’ multilingualism is nearly absent in the schoolscape, as is their agency. In line with Bhabha’s concept third space, the schoolscape may be understood as a space for Swedishness, where inclusion demands mastery of Swedish. The in-betweenness of the LIP, as a transitional programme, appears as a space to escape otherness by changing language, which is the requirement for inclusion. Thus, in this case, the signage displayed in the schoolscape does not open up spaces for identity development related to multilingualism or multiculturalism. Opening space for students as agents in the schoolscape and making their diverse linguistic resources visible would also open up a third space for negotiation of norms, through contestation, resistance, and manifestation. Thus students’ development of multiple identities would be enabled and their opportunities to be (co-)creators of their own futures widened.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125055763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.
{"title":"Yhdeksäsluokkalaisten vieraan kielen oppimismotivaatioprofiilien ja arvosanan yhteydet peruskoulun jälkeisiin jatkosuunnitelmiin -","authors":"Teija Kangasvieri","doi":"10.47862/apples.107414","DOIUrl":"https://doi.org/10.47862/apples.107414","url":null,"abstract":"In this article I explore the relationship between Finnish ninth graders’ L2 motivational profiles, language grades and future study plans after basic education. The aim of the study is to critically explore the relationship between motivation and language grades and reflect on the possible implications of this for language education policies. The statistically representative data was collected with an e-questionnaire (n=1 206). For this study, I analysed those who planned to continue their studies to general upper secondary school or vocational education after basic education, and who submitted their language grade (n=981). In earlier analyses of the study (Kangasvieri, 2019), five motivational profiles were found: the least motivated, averagely motivated with low anxiety, averagely motivated, the most motivated and students with high anxiety. In this study, the connection between these motivational profiles and students’ education choice is explored, taking into account the effect of grades. A logistic regression analysis was conducted. The results show that the probability to continue to general upper secondary school or vocational education in each motivational profile depends on the grade. The model explains about 30 percent of the students’ educational choices. Additionally, the results show that the more motivated the student is in his/her language studies, the higher grade he/she feels is needed in order to plan to continue to general upper secondary school after basic education. Correspondingly, less motivated students plan to continue to general upper secondary school with poorer grades than more motivated students.","PeriodicalId":409563,"journal":{"name":"Apples - Journal of Applied Language Studies","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115714068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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