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RESEARCH PRODUCT

Yhteistyön mahdollisuudet – lukiokoulutukseen valmistava koulutus kielellistyvässä maailmassa

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Tassa tutkimuksessa selvitetaan sita, millaisia kasityksia rehtoreilla, opettajilla ja opiskelijoilla on vuorovaikutuksen mahdollistavasta toiminnasta eli yhteistyosta Lukiokoulutukseen valmistavan koulutuksen (LUVA) ja muun lukiotoiminnan valilla. Edellisen lisaksi tarkastellaan sita, ilmeneeko LUVA-koulutuksessa aineiston perusteella kielenoppimista tukevaa eri kielten limittaista kayttoa (engl.  translanguaging ).  Tutkimuksen teoreettinen tausta pohjautuu kielenoppimisen kayttopohjaiseen ajatteluun eli siihen, etta oppimisessa tarkeimpana nahdaan kielenkaytto ja vuorovaikutus. Taman artikkelin keskeinen teoreettinen kasite on  translanguaging , joka nahdaan vastakohtana yksikielisyyden normille (engl.  monolingual norm ). Lingvistinen etnografia on tutkimuksen metodi ja aineiston keruun tapa. Aineistona on kaytetty kahden vuoden aikana kerattyja haastatteluja LUVA-opiskelijoilta, oppilaitoksen rehtoreilta ja opettajilta. Lisaksi on huomioitu LUVA-koulutuksesta tallennetut luokkahuonevideoinnit ja tutkimuspaivakirjamerkinnat.  Tutkimustulosten perusteella voidaan sanoa, etta opetuksessa toteutuu pitkalti yksikielisyyden normi ja etta luokkahuonetilanteissa paasee syntymaan vain vahan oppimista tukevaa vuorovaikutusta.  *** Possibilities for co-operation: Preparatory training for general upper secondary education in a languagised world This article examines the possibilities and obstacles there are for collaboration between the students of preparatory training for upper secondary education and the students of upper secondary school. Additionally, this article discusses how the students, teachers and principals describe the possibilities for translanguaging in preparatory training.  In Finland, the National Core Curriculum for Preparatory Training for General Upper Secondary Education was set out for the first time in 2014. The responsible body for this curriculum is the Finnish National Agency for Education. The curriculum is intended for immigrants and foreign-language speakers, rather than other student groups such as Finns with learning difficulties (e.g. the preparatory students are separated from the non-preparatory students, but in the same school). The objective of the education is to provide young and adult immigrants with linguistic and other capabilities to transfer to general upper secondary education. The preparatory education syllabus must be completed in 1-2 years and it contains studies in Finnish/Swedish language, in another language where necessary, studies in the student’s own language, subjects included in the general upper secondary education syllabus, and the skills and knowledge required to study in a general upper secondary school. The curriculum also includes guidance counselling and one of its aims is to increase the students’ knowledge of Finnish society and culture.  This article is based on the theory of usage-based language acquisition, which posits that the most important component of language learning is the interaction and usage of the language. The central concept of the article is translanguaging, which is seen as an opposite to the monolingual norm. Recent research-based discussion on the monolingual norm and multilingual practices can also be found in this article.