Search results for "Multilingual education"
showing 8 items of 8 documents
Negotiating language across disciplines in pre-service teacher collaboration
2017
AbstractIn multilingual learning settings, in order to provide optimal learning conditions for all learners and support both disciplinary and language knowledge development, subject teachers need knowledge on and understanding of how language is used to construct meanings in their discipline and how to scaffold learning from the premise of learners’ current skills. In this article, we report a descriptive case study of two teaching interventions carried out in pre-service subject teacher practice. Student teachers of science and ethics collaborated with student teachers of Finnish language and literature to plan and implement thematic units that focused on particular disciplinary phenomena …
Finnish teachers as policy agents in a changing society
2018
As policy agents, teachers are involved in representing and reproducing language education policies in their talk, practices and classroom interaction. Contemporary Finland and its education system...
Multimodal Perspective into Teachers’ Definitional Practices: Comparing Subject-Specific Language in Physics and History Lessons
2021
This chapter compares two teachers’ definitional practices in two Content-and-Language-Integrated-Learning (CLIL) lessons, i.e. physics and history, which are taught in English in Finland. It adopts Dalton-Puffer’s (Eur J Appl Linguistics 1(2):216–253, 2013; Cognitive discourse functions: specifying an integrative interdisciplinary construct. In: Nikula T, Dafouz E, Moore P, Smit U (eds) Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters, pp. 29–54, 2016) theoretical construct of cognitive discourse functions (CDF) and showcases how it can be operationalized with empirical grounding. Multimodal conversation analysis (CA) is used to trace and observ…
Translanguaging as a Key to Socially Just English Teaching in Finland
2021
This chapter discusses opportunities for multilingual and social justice-based pedagogies in the context of teaching English in Finnish compulsory schools. Recent changes in Finland’s national curriculum (FNCCBE, Finnish National Core Curriculum for Basic Education. English version 2016. Finnish National Board of Education Publications 2014/2016) promote a language-aware approach that is inclusive of students’ multilingual backgrounds. The document understands multilingualism as variation in any language system, including subject-specific languages, different modalities, and explicit language education. Against this backdrop, we ask: What opportunities for multilingual education are opened …
La Llei d’ús i ensenyament del valencià i la configuració del sistema educatiu plurilingüe valencià
2020
En aquest article volem fer una aproximació històrica al desplegament de l’educació plurilingüe al País Valencià. En una primera part revisarem alguns fets que ens semblen significatius per explicar la situació del sistema educatiu valencià en relació a l’ensenyament de la llengua abans de l’aprovació de la Llei d’ús i ensenyament del valencià (LUEV). En la segona part, descriurem el desplegament del sistema educatiu valencià a partir de l’aprovació de la LUEV per analitzar com ha anat configurant-se un sistema inicialment bilingüe i, posteriorment plurilingüe, i identificar les fortaleses i debilitats dels diferents programes educatius que s’han aplicat en el marc de la LUEV. In this artic…
Components i organització d'una unitat amb un tractament integrat de llengua i continguts en una L2
2008
In an educational system like ours, with four curricular languages in compulsory education, language integrated treatment and its contents (TILC) has to become, undoubtedly, a privileged instrument for multilingual education, because it allows to fulfil two goals at the same time: to acquire contents of different academic disciplines and to simultaneously provide competences in the language or languages with which these contents are developed. This article describes the concept of integrated language treatment and contents; the main components of this approach are also analyzed from a didactic point of view; and finally all the aspects studied will be used in the structuring of a thematic u…
Enseñando música en inglés: un modelo de enseñanza basada en contenidos en educación secundaria obligatoria
2018
Over the past few years, there has been a growing interest in the teaching and learning of several languages in an attempt to generate multilingual education opportunities, particularly in Europe. In response to the demands of our globalized society, Content-Based Instruction (CBI), which has also been referred to as “immersion and Content and Language Integrated Learning (CLIL) programs,” emerged as a teaching approach that combines the learning of curricular contents and the communicative competence in the target language. This study was carried out at a public high school set in a Spanish bilingual community, where music is taught through a CLIL approach in English class. The purpose of …
Variabilitat en la realització del contrast en les sibilants sordes del català i del romanés
2021
El romanés i el valencià presenten un contrast similar entre la sibilant no palatal /s/ i la sibilant palatal /?/, però l’articulació de les dues consonants presenta diferències entre les dues llengües. D’una banda, en romanés /s/ es realitza com a dental, més avançada que en valencià; de l’altra, /?/ presenta en romanés un grau de palatalitat major, amb més endarreriment articulatori que en valencià. El primer objectiu és descriure les característiques acústiques d’aquestes consonants a partir del centre de gravetat i comprovar si aquest moment espectral és un bon indicador per a caracteritzar /s/ i /?/ en les llengües estudiades. El segon objectiu és determinar si existeixen diferències e…