The complexity of the learning and teaching of EFL among Swedish‐minority students in bilingual Finland

Sjöholm, Kaj

doi:10.1080/0022027041000229387

Cited by 11 publications

(4 citation statements)

References 3 publications

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“…Lasagabaster (2015) defines attitude as "a positive or negative feeling about some person, object or issue acquired through social interaction" (p.21). Sjöholm (2004) adds that attitudes can be defined as "…evaluative self descriptions or self-perceptions of the activity of learning languages" (p.687). Thus, teachers should foster positive language attitudes amongst students.…”

Section: Literature Reviewmentioning

confidence: 99%

رقمنة مناهج اللغة الإنجلیزیة کلغة أجنبیة فی ضوء التحول الرقمی ووباء کوفید-19

حجاج¹,

بکر²

2022

مجلة البحث فی التربیة وعلم النفس

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Section: Literature Reviewmentioning

confidence: 99%

رقمنة مناهج اللغة الإنجلیزیة کلغة أجنبیة فی ضوء التحول الرقمی ووباء کوفید-19

حجاج¹,

بکر²

2022

مجلة البحث فی التربیة وعلم النفس

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“…Interestingly, there were no references to the United States in the drawings even though it is very prominent in the popular culture in Finland. The teaching of English in Finland, however, has prioritized the UK English instead of the US English (e.g., Sjöholm, 2004). Finnish early language learning materials also seem to focus heavily on the UK and France and not on other Anglophone or Francophone countries.…”

Section: Places and Situations Where Foreign Languages Are Usedmentioning

confidence: 99%

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

Mäntylä

Roiha

Dufva

2022

JICB

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This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in general.

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“…Whereas in the former countries average scores were at around 65%, in the latter they only reached 35%. In Finland, Forsman (cited in Sjöholm, 2004) notes that competence in English increases in areas where there is more frequent exposure to this language via television and that learners have more positive attitudes towards American English than British English. While the latter is associated to schooling, the former is linked to entertainment, hence providing a further indication of cultural implications of mediaacquired FLs.…”

Section: Immersion-like Situations In the Mediterranean Areamentioning

confidence: 99%

An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts

Caruana

2021

Lang Speech

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Traditional media, such as television and cinema, provide rich audiovisual input that is conducive to language acquisition, as research in the field has shown. This includes contexts where learner-viewers are exposed to a foreign language without subtitles, as well as when exposure occurs using subtitles in their different modalities—interlingual and intralingual. The aim of this review article is to source information from different contexts to explore the extent to which incidental foreign language acquisition occurs through input, identifying how specific linguistic competences benefit from it. The main questions that will be addressed regard age and cognateness, when exposure to foreign audiovisual input occurs both in the absence and in the presence of foreign language learning. Some brief considerations will be forwarded in relation to the impact of dubbing and of recent technological developments on language acquisition.

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The complexity of the learning and teaching of EFL among Swedish‐minority students in bilingual Finland

Cited by 11 publications

References 3 publications

رقمنة مناهج اللغة الإنجلیزیة کلغة أجنبیة فی ضوء التحول الرقمی ووباء کوفید-19

رقمنة مناهج اللغة الإنجلیزیة کلغة أجنبیة فی ضوء التحول الرقمی ووباء کوفید-19

Investigating young Finnish CLIL pupils’ perceptions of foreign language use through visual narratives

An Overview of Audiovisual Input as a Means for Foreign Language Acquisition in Different Contexts

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