Becoming a multilingual health professional in vocational education - two adult migrants’ translanguaging trajectories

Mustonen, Sanna; Strömmer, Maiju

doi:10.1080/01434632.2022.2116451

Cited by 4 publications

(6 citation statements)

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“…The resource view of multilingualism in policy and reported practice has been the focus of some studies (see, e.g., Kjelaas & van Ommeren, 2019;Myklevold, 2022;Myklevold & Speitz, 2021), but again, the VET context has not received much attention in this regard. As such, the present study offers a new and relevant contribution to the relatively scarce research literature addressing the intersection of multilingualism, education policy and vocational education, and more broadly, the topics of multilingualism and language learning in Nordic vocational education (but see, e.g., Andreassen, 2024;Daugaard et al, 2020Daugaard et al, , 2022Hultqvist & Hollertz, 2021;Kontio, 2016;Mustonen & Strömmer, 2022;Paul, 2023;Strömmer, 2016Strömmer, , 2017.…”

Section: Introduction At Large" (Norwegian Ministry Of Education and ...mentioning

confidence: 86%

Vocational teachers as policy actors

Andersen

2024

Apples

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Linguistic diversity has become a focus in the Norwegian National Curriculum (LK20), which establishes students experiencing “multilingualism as a resource” as a policy intention. This study explores if and how this policy intention corresponds with teachers’ experiences and practices in mainstream vocational education and training (VET). Using the concept of policy enactment developed by Ball et al. (2012) as a theoretical and analytical framework, I analyze the curricular aims set by the LK20 Core Curriculum and a subject-specific VET curriculum, comparing them to the teaching practices reflected in interview data gathered through linguistic ethnographic fieldwork in mainstream Norwegian VET programs in 2020 and 2021. My findings show that (a) the National Curriculum positions vocational teachers as subject-specific, mainly Norwegian-oriented language teachers held to ensure the enactment of “multilingualism as a resource”, even though most vocational teachers are not trained in language education, and that (b) vocational teachers act as interpreters, translators, and relatively passive receivers of language-related policies, also frequently assuming critical positions towards these policies and some organizational features of the educational institution. The study highlights the ambiguous and challenging positions vocational teachers find themselves in, emphasize the necessity of more multilingually-oriented approaches to mainstream vocational education, and show that for language-related policy intentions like “multilingualism as a resource” to be enacted, it is imperative to provide policy actors like vocational teachers with sufficient suitable resources.

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Section: Introduction At Large" (Norwegian Ministry Of Education and ...mentioning

confidence: 86%

Vocational teachers as policy actors

Andersen

2024

Apples

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“…The fifth theme in EMI healthcare education research focuses on the impact of student diversity and linguistic backgrounds. Mustonen and Strömmer ( 37 ) explored the growing presence of migrant students in Finland’s vocational education and their unique linguistic assets, suggesting a need for further studies on leveraging their multilingualism through translanguaging practices. Roshini et al ( 38 ) examined the perceptions of dental students taught in multilingual settings, noting that non-English backgrounds could affect academic performance and self-assessment, with perceptions evolving throughout their studies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Ndawo ( 39 ) provided insights into nurse educators’ experiences with EMI, revealing a generally positive stance despite challenges like the shortage of skilled EMI instructors. These studies collectively reveal the influence of linguistic backgrounds on EMI adaptability and propose a more inclusive educational approach that values students’ language skills ( 37 , 38 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The necessity for improved pedagogy is clear from the critiques of Hijji ( 34 ) and the technological integration suggested by Khan ( 36 ). The diverse backgrounds of students, explored by Mustonen and Strömmer ( 37 ) and Roshini et al ( 38 ), call for an inclusive, multilingual approach to education, recognizing and utilizing the linguistic assets of students. Stakeholder experiences, particularly of groups like the Inuit studied by Møller ( 40 ) and international students in curriculum partnerships examined by Waterval et al ( 41 ), reveal cultural and linguistic hurdles, yet also highlight the transformative potential of EMI in fostering global competencies.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Alsuliman et al ( 30 ) reinforce this preference by showing that students performed better and responded faster when engaging with hybrid texts, which integrate both English and Arabic, compared to texts in only one language. Such bilingual strategies, as Mustonen and Strömmer ( 37 ) suggest, not only enhance comprehension of specific content but also allow students to utilize and develop their multilingual capabilities more strategically.…”

Section: Main Findingsmentioning

confidence: 99%

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One decade of “English as a medium of instruction” (EMI) in healthcare education

Alhamami

2024

Front. Med.

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IntroductionThis paper analyzes published healthcare studies about “English as a medium of instruction” (EMI), indexed in the Scopus database from 2013 to 2022.MethodsThe author used published criteria of systematic reviews and limited the findings to healthcare education using several key terms; this returned 137 articles. The author then downloaded and carefully read the articles. The majority of articles (102) were deleted because they did not meet the selection criteria discussed in the methods section, thus the final list comprised 35 research studies. Next, the author analyzed the articles’ bibliometric indexes, such as author, funding information, context, research instruments, years of publication, place of publication, and citations. In addition, the key findings and recommendations of these studies were presented.Results and discussionMost of the studies assessed were conducted in the last five years in Arabic speaking countries by non-language specialists, and the language of instruction was not the main focus of the studies. The studies were most often about attitudes of students, and used quantitative methods such as questionnaires. The results show diverse and conflicted results such as positive impacts and positive attitudes in some cases, negative impacts and attitudes in others, and preferences for either monolingual or bilingual approaches. The findings demonstrate the need for experimental and rigorous mixed methods studies that involve different stakeholders and are conducted by both applied linguists and healthcare education specialists. Future research should move beyond student attitudes and utilize rigorous mixed methods involving researchers from both linguistics and healthcare education to deepen our understanding of EMI’s complex impact in diverse contexts.

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Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education

Puranen

2024

Linguistics and Education

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Becoming a multilingual health professional in vocational education - two adult migrants’ translanguaging trajectories

Cited by 4 publications

References 31 publications

Vocational teachers as policy actors

Vocational teachers as policy actors

One decade of “English as a medium of instruction” (EMI) in healthcare education

Connecting chronotopes and language ideologies: Educator views on migrants’ majority language use in vocational education

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