As We Think We May Teach: Ideologies on IT in the Classroom

The extended use of IT devices has raised scholars’ awareness to its impact on the organization of classroom interactions. Studies claim that the intensive use of IT in the classroom has the potential of revolutionizing education in a way that it increases students’ ownership and control over their learning processes (Ryberg 2013). Others claim that devices such as interactive whiteboards contribute to the emergence of an “effective style” of teaching (Gillen et al. 2007: 254). Further, Lotherington & Ronda (2014) emphasize the role of IT, multimedia, multimodality, collaborative communication, agentive participation and multitasking for a contemporary understanding of what they call “commu…

Nyelvi tájkép kisebbségben és többségben: egy új kutatási területröl (Minority and Majority Linguistic Landscape: A New Field of Research)

Bevezető. Tanulmányunkban egy olyan kutatási területet szeretnénk bemutatni, amely az elmúlt évtizedekben egyre nagyobb szerepet kezd játszani a nyelvhasználat és a kultúra vizsgálatában. A társadalom sokszínűségét, a személyközi viszonyokat, a politikai ideológiákat és a nyelvhasználatot egységben láttató nyelvi tájkép-koncepció nem a véletlennek köszönheti egyre növekvő népszerűségét. Olyan megközelítésről van szó, amely egyaránt merít a szociolingvisztika, a szemiotika, a folklorisztika, a történettudomány, a jogtudomány, a földrajztudomány vagy éppen a történeti névtan eredményeiből. [Continues. Please see the article.] nonPeerReviewed

Ágencia és a változatosság kezelése Magyarországi iskolák nyelvi tájképében [Agency and the management of diversity in the linguistic landscape of Hungarian schools]

Learning environments : Finnish approaches and practices

The Management of Diversity in Schoolscapes

The material environment of formal education (i.e., schoolscape) is determined not only by laws and local regulations, but by the visual practices of the given institution as well. Inscriptions and cultural symbols placed on the façade and the walls of the school building are tools for orienting the choice between various cultural and linguistic values and ideologies (Johnson 1980; Brown 2012). Based on photographs and research interviews collected in Budapest, I analyse both the material environments of four schools and the metadiscourses through which such spaces are interpreted and regulated. Investigation took place in both mainstream state schools as well as in private schools with alt…

Understanding Finnish education: science popularization and scholarly work as intertwined activities

Moving to Finland two years ago had given new push to my work in many ways. I have been studying Hungarian educationfor about thirteen years and I have been addressing the general public with popularizing materials for nearly five years now. However, in Finland these activities become more complex than in my native country. Here, I wish to discuss how my research found larger and larger contexts in two steps: First, by starting to make my research available to wider audiences in Hungary, and second, by turning my focus to an international environment. I claim that these two types of recontextualization are not only beneficial for me as a researcher personally but also serve the researched c…

Material Change : The Case of Co-located Schools

AbstractIn this chapter, our context is a co-located Swedish and Finnish medium high school campus. From a posthumanist viewpoint, we study the roles and functions of language(s) in the semiotic assemblages of learning environments and ask how language(s) feature as an integral and material part of the change in the spatial repertoire of learning environments. We investigate how the principle of separation of schools by medium of instruction, typical for Finnish education, becomes undermined through a new multilingual soundscape in the co-located schools, where the school community hears and uses many languages every day. In doing this, the co-located schools not only challenge Finnish lang…

KiMo valmentaa opiskelijoita monikielisessä yhtenäiskoulussa työskentelemiseen

KiMo on lyhenne kielitietoisuutta ja monikielisyyttä tukevan pedagogiikan koulutusmallista. KiMo-opinnoissa tutkitaan ja ratkotaan ajankohtaisia monikielisen ja -kulttuurisen koulun ja varhaiskasvatuksen kehittämishaasteita yli tiedekunta- ja laitosrajojen. Tämä uusi koulutusmalli murtaa koulutuksen rajaaitoja, kun varhaiskasvatuksen opettajaopiskelijat, luokanopettaja-opiskelijat ja kieltenopettajaopiskelijat työskentelevät yhdessä. Opettajuutta rakennetaan tutkivalla otteella, yhteisöllisesti ja yhteistyössä muun muassa päiväkotien, koulujen, vanhempien ja kolmannen sektorin toimijoiden kanssa. nonPeerReviewed

Multilingualism in Finnish Teacher Education

Inclusive ethnographies

Abstract In ethnographically oriented linguistic landscape studies, social spaces are studied in co-operation with research participants, many times through mobile encounters such as walking. Talking, walking, photographing and video recording as well as writing the fieldwork diary are activities that result in the accumulation of heterogeneous, multimodal corpora. We analyze data from a Hungarian school ethnography project to reconstruct fieldwork encounters and analyze embodiment, the handling of devices (e.g. the photo camera) and verbal interaction in exploratory, participant-led walking tours. Our analysis shows that situated practices of embodied conduct and verbal interaction blur th…

Investigating visual practices in educational settings : Schoolscapes, language ideologies and organizational cultures

University Exchange Students’ Practices of Learning Finnish: A Language Ecological Approach to Affordances in Linguistic Landscapes

In linguistic landscape (LL) studies, various projects have demonstrated how language learners benefit from tasks that involve the documentation and interpretation of the LL. In this chapter, we investigate how Finnish as a second language learner exchange students turned the local LL into affordances during their time abroad in Finland. While language awareness and its relation to learning and teaching have been extensively discussed, it has often been regarded as a property of an individual consciousness: a faculty or a tendency of a particular person to perceive, notice and reflect upon the linguistic features present in their environments. In contrast, we argue for an approach that cont…

A corpus-based analysis of language ideologies in Hungarian school metalanguage

The main goal of this paper is to present a recently built interview corpus called Corpus of Hungarian School Metalanguage – Interview Corpus (CHSM-IC) and its potential in language ideology studies. This corpus was compiled during a broad survey on Hungarian school metalanguage carried out in 2009 and was recently made available for a wider research community within the CESAR (Central and South-East European Resources) project. The study investigates interactional routines used in metadiscourses on language use. Printed texts cited from prestigious handbooks and interview data from CHSM-IC are compared. Thus, widely used, culturally-inherited text fragments are detected and confronted with…

A finn tanárképzési rendszer [The system of Finnish teacher education]

A finn tanárképzés autonóm, folyamatosan megújuló rendszere kutatásra és kísérletezésre épül, és összhangban áll a megreformált nemzeti alaptantervvel, amely jelenségközpontú és multidiszciplináris oktatást, valamint sokrétű értékelést szorgalmaz. A jelen országtanulmány alapvető információkon kívül jó gyakorlatokat is ismertet. Ezek elsősorban a jyväskyläi tanárképzésből származnak, mivel a szerzők ennek keretében dolgoznak. peerReviewed

Studying the visual and material dimensions of education and learning

Creating translanguaging space through schoolscape design and reflective practices

Guy Puzey and Laura Kostanski (Eds.). (2016). Names and Naming: People, Places, Perceptions and Power

Reflections on the Schoolscape : Teachers on Linguistic Diversity in Hungary and Finland

is article1 focuses on ideologies that pertain to linguistic diversity and multilingualism from a linguistic landscape approach to education. It is to be emphasised that ideologies pertaining to multilingualism and monolingualism have strong systematic resemblances. So-called monolingualist labeling, management, and control over linguistic varieties is something similar to multilingualism-related practices described in Nikula (et al. 2012). For example, dialects are o en evaluated positively, but dialect users are generally criticized because they deviate from the so-called standard (cf., Milroy 2001; Kontra 2006). In order to investigate a wide range of diversity-related ideologies, two co…

Translanguaging as Playful Subversion of a Monolingual Norm in the Classroom

A large part of the literature on translanguaging as a pedagogical theory has explored how an inclusive multilingual pedagogy can support students from diverse linguistic and cultural backgrounds to actively participate in the classroom. While much of this literature approaches classroom translanguaging as an instructional strategy designed to promote multilingual interactional practices, we analyse how multilingual practices can also take place as subversive language play in an educational context that is driven by a monolingual norm. Our data are video-recorded lessons from secondary-level Content and Language Integrated Learning (CLIL) classrooms in Finland in which students whose L1 is …

Representation and videography in linguistic landscape studies

AbstractMuch Linguistic Landscape scholarship relies on visual data collection, primarily the use of still photography; however, the field has yet to address the theoretical underpinning of such visual and spatial representation. Furthermore, digital video is currently as easy to capture and share as digital photographs were when Linguistic Landscape studies first became prominent in the early 2000s. With these two points in mind, this article first grounds the documentation and analysis of the Linguistic Landscape in a theory of visual representation; it then provides a framework for videographic methodologies drawing on recent work in the related fields of anthropology and cultural geogra…

Bodó Csanád: Nyelvi ideológiák és különbségek

The management of diversity in schoolscapes: an analysis of Hungarian practices

The material environment of formal education (i.e., schoolscape) is determined not only by laws and local regulations, but by the visual practices of the given institution as well. Inscriptions and cultural symbols placed on the façade and the walls of the school building are tools for orienting the choice between various cultural and linguistic values and ideologies (Johnson 1980; Brown 2012). Based on photographs and research interviews collected in Budapest, I analyse both the material environments of four schools and the metadiscourses through which such spaces are interpreted and regulated. Investigation took place in both mainstream state schools as well as in private schools with alt…

Mapping a language aware educational landscape

This article is based on a poster presented at the 2017 FERA conference at the University of Lapland, Rovaniemi (Figure 1). The poster aims to provide a visual aid to enhance discussions with in- and pre-service teachers as well as educational researchers around the role of language in education. The perspectives presented here are intended to provide different ‘entry points’ into language awareness and highlight different considerations. This contribution begins by outlining why language awareness is needed before introducing the six entry points we use to map a language aware educational landscape. Hopefully the discussion will continue in different forums and the model will also be devel…

Multiple Creativities Put to Work for Creative Ecologies in Teacher Professional Learning: A Vision and Practice of Everyday Creativity

AbstractIn this chapter, we argue for a new vision for teacher professional learning based on the diverse creativities as practice which catalyzes educational change in whole-school contexts. We argue that it is possible (and preferable) to expand improvements to teacher education and professional development beyond neoliberal notions of “workplace readiness” and toward an environmental, ecological, sustainable education for lives worth living. This creative ecological approach considers the entire context and community of various stakeholders.Applying a case study approach, we analyze teachers’ published assignments in a blended in-service teacher education course entitled “Everyday Creati…