Reforming the national core curriculum for bilingual education in Finland

Bergroth, Mari

doi:10.1075/jicb.4.1.04ber

Cited by 19 publications

(15 citation statements)

References 16 publications

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“…Section 10 of the Finnish Basic Education Act (Ministry of Education, 1998) states that instruction provided through a foreign language may be done partly or entirely, so long as it does not obstruct pupils' ability to follow teaching. Bergroth (2016) clarifies that the Finnish core curriculum is an administrative, intellectual and pedagogical document following a backward design, whereby learning objectives are stipulated in educational policy and then interpreted, developed and implemented by educational providers and teachers, taking into account local needs. However, there are no prescribed or recommended teaching methods for bilingual education or any restrictive definition of it.…”

Section: Context For the Researchmentioning

confidence: 99%

“…large-or small-scale programmes where respectively 25% of the curriculum or less is taught in the target language). With no official bilingual schools and bilingual education being intertwined with general language education (Bergroth 2016), CLIL implementation is versatile and potentially vulnerable, despite common objectives and shared principles. However, for Finnish CLIL to be able to make the most of this opportunity, it is important to understand what teachers need to be able to succeed in CLIL teaching.…”

Section: Context For the Researchmentioning

confidence: 99%

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Teacher agency within the Finnish CLIL context: tensions and resources

Pappa

Moate

Ruohotie‐Lyhty

et al. 2017

International Journal of Bilingual Education and Bilingualism

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Recent discussion indicates that the initial enthusiasm of Content and Language Integrated Learning (CLIL) teachers can be undermined by the demands of foreign-language mediated education. However, there is a lack of research on the resources and tensions that respectively support or limit the professional agency of CLIL teachers. By means of semi-structured interviews with fourteen participants, this study seeks to better understand how teacher agency is experienced by CLIL teachers working in Finnish primary schools. To examine tensions and resources in CLIL teachers' work lives, a holistic and dynamic theoretical conceptualization of teacher agency is suggested, paying particular attention to the classroom, professional relationships and the wider sociocultural environment. Findings showed that language, classroom-related tensions and temporal, material and developmental resources were perceived as tensions limiting teacher agency. In contrast, autonomy, openness to change, teacher versatility, and collegial community were found to support teacher agency. The study concludes with practical implications for teacher education, practicing teachers and future research.

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Section: Context For the Researchmentioning

confidence: 99%

Section: Context For the Researchmentioning

confidence: 99%

Teacher agency within the Finnish CLIL context: tensions and resources

Pappa

Moate

Ruohotie‐Lyhty

et al. 2017

International Journal of Bilingual Education and Bilingualism

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“…Whilst the Finland curriculum outlines the learning objectives stipulated in educational policy, it is educational providers and teachers that implement the curriculum in response to local needs. This reflects the value placed on teacher autonomy and local decision-making in Finland (Bergroth, 2016).…”

Section: Fl Teacher Education and Fl Teachingmentioning

confidence: 95%

Looking for Intercultural Competences in language teacher education in Australia and Finland

Moloney¹,

Lobytsyna²,

Moate³

2020

Intercultural Competence in the Work of Teachers

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This chapter examines different perspectives on intercultural competences within foreign language teacher education in two case studies in Australia and Finland. The interview and narrative data came from a number of teacher educators, pre-service language teachers, and in-service languages teachers, in Jyväskylä, Finland, and Sydney, Australia. The chapter offers a critical cross-case dialogue which seeks to better understand the different perspectives of participants in their contexts. It highlights the way in which contextual factors, similarities, differences, contradictions and instabilities are present in and across perspectives. This cross-case study provides a critical perspective into the field of foreign language education as a community-based enterprise. The findings suggest that although the resources and experiences of individual participants in the field of foreign language education are recognised and valued, responses and experiences at a community level rarely get the attention needed to develop effective pedagogical practices that foster intercultural competences that include social justice and equality in foreign language education.

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“…The local development of multilingual approaches has led to a variety of small-scale experiments and even educational programmes addressing various students' linguistic backgrounds across diverse social and educational contexts (Barwell et al, 2016;Busch, 2011;Reljić et al, 2015;Sierens and Van Avermaet, 2017). In many EU countries, content and language integrated learning (CLIL), additive language immersion education and bilingual education targeting dominant languages have been set up to promote multilingual learning (Bergroth, 2016;Cenoz et al, 2014;Hélot and Cavalli, 2017;Nikula, 2017). However, they tend to be educational programmes or approaches that caretakers can opt for, and ideally, teachers should have received at least some specialised training for this type of teaching.…”

Section: Identifying Ideological and Implementational Spaces In Itementioning

confidence: 99%

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

Bergroth

Esbert

Pépiot

et al. 2021

European Educational Research Journal

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This study sought to explore the ideological and implementational spaces for mainstreaming multilingual pedagogies (MPs) in initial teacher education (ITE) policies and curricula across the European Union. The concept of linguistically sensitive teaching (LST) was used as a lens to examine inclusive, equity-centred MPs in ITE. A multi-sited comparative case study was conducted to collect data in nine locations. As a result, a general trend of ideological spaces was observed for MPs in language-in-education policies at the European and (sub)national levels. However, this ideological space was not always implemented in ITE. As a second result, explicit mentions of MPs and LST were identified in the ITE curricula of seven sites, and in each of the nine cases, a potential space for implementation was observed. As a third result we found that the greatest potential for opening implementational spaces for MPs lies in courses that aim to develop general pedagogical and sociolinguistic knowledge as well as professional beliefs in future teachers. In conclusion, we contend that the linguistic ecology and the organisational structure of education systems (decentralisation) are factors that help explain the successful mainstreaming of MPs in ITE institutions.

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Reforming the national core curriculum for bilingual education in Finland

Cited by 19 publications

References 16 publications

Teacher agency within the Finnish CLIL context: tensions and resources

Teacher agency within the Finnish CLIL context: tensions and resources

Looking for Intercultural Competences in language teacher education in Australia and Finland

Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies

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