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From ‘intercultural-washing’ to meaningful intercultural education: Revisiting higher education practice
2021
This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional…
Dynamics in Interaction in Bilingual Team Teaching: Examples from a Finnish Preschool Classroom
2018
The current study aims to explore team teaching as it is manifested in bilingual interactional patterns in a preschool classroom in Finland. The data was collected in a preschool classroom where a bilingual pedagogy in Finnish (majority language) and Swedish (minority language) was implemented with monolingual Finnishspeaking children. Video recordings were made while two teachers with different predefined language roles were team teaching a class of 20 children during two circle times. A two-level analytic model was developed: on the macro level activity types, participant roles (type of leadership) and language allocation (the teachers’ relative use of Finnish and Swedish) were identified…
The impact of children’s socioemotional development on parenting styles: the moderating effect of social withdrawal
2020
This study focused on associations between children’s socioemotional development (prosocial behaviour, internalizing and externalizing problems) and parenting styles (affection, behavioural control, and psychological control), and the moderating role of children’s social withdrawal (as a temperamental characteristic) in these associations. Children’s socioemotional development (n = 314) were rated by teachers at three-time points (grades 1–3). Parents completed questionnaires measuring their parenting styles at the same three-time points. The level of social withdrawal was obtained at the end of kindergarten from teachers’ reports. Panel analysis showed that prosocial behaviour was associat…
Kielikäsitykset vanhustyössä - asukkaiden, hoitajien ja esimiesten käsityksiä hyvästä vuorovaikutuksesta ja kielenkäytöstä
2018
In this article, we apply critical discourse analysis and ethnography to examine conceptionsand experiences of inclusive interaction and language use in the context of eldercare in aretirement home. Our data consist of interviews with residents, nurses and managers intwo bilingual eldercare units, as well as ethnographic observations of communication andlanguage use in these units. Our analysis focuses especially on language ideologies andmetalinguistic aspects of inclusive language in the context of eldercare. On the basis of ouranalysis, we suggest that four elements are particularly central to elderly-centric language: 1)the quality, quantity and tone of interaction; 2) the practices of …
Associations Among Teacher–Child Interactions, Teacher Curriculum Emphases, and Reading Skills in Grade 1
2017
Research Findings: The purpose of the present study was to examine the extent to which the quality of teacher–child interactions and teachers’ self-reported curriculum emphases are related to children’s reading skill development during their 1st school year. To accomplish this, we assessed the reading skills of 1,029 Finnish children (M age = 85.77 months) twice during Grade 1, and the children’s teachers (n = 91) completed questionnaires concerning their literacy-related curriculum emphases. In addition, teacher–child interactions in terms of emotional support, classroom organization, and instructional support were observed in 29 classrooms. The results of multilevel modeling showed that a…
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
2020
Research Findings The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional support) were observed twice during the kindergarten year (fall and spring), using the Classroom Assessment Scoring System (CLASS). In addition, teachers completed questionnaires on stress and work engagement. The results indicated that teaching-related st…
Finnish in Toronto: Students and elderly immigrants in a community engaged service learning project
2019
Kuvaamme artikkelissamme yhteisössä toteutettavaa palveluoppimispedagogiikkaa (community engaged service learning pedagogy) Toronton yliopiston suomen kielen ohjelman ja Toronton Suomi-kodin eli suomenkielisen seniorikeskuksen välillä. Osana suomi vieraana kielenä -kurssia opiskelijat vierailevat säännöllisesti Suomi-kodissa, osallistuvat sen toimintaan ja viettävät aikaa suomenkielisten senioreiden parissa. Tutkimme sitä, mitä siirtolaissenioripari (Sirkka ja Pentti) ja kaksi nuorta suomen kielen opiskelijaa (Rosa ja Ilja) ajattelevat ja puhuvat kielestä ja sen oppimisesta erilaisissa kohtaamisissa. Lisäksi pohdimme sitä, millaisia siltoja yhteistyö muodostaa senioreiden ja nuorten väli…
Relational expertise among Finnish educators working in extended hours ECEC
2023
This study examined discourses and positions produced by educators (n = 31) on the topics of teamwork and professional expertise in extended hours early childhood education and care (ECEC). Theoretically, we follow the ideas of relational expertise and common knowledge. Previous research provides that relational expertise and creating common knowledge are useful in ECEC contexts, especially in teamwork. The data were collected by interviewing educators, and discursive psychology was applied in the analysis of the data. As results, we found two discursive tensions. In relation to teamwork the tension was working alone versus working in a team. In the topic of professional expertise, the tens…
Teacher-child interaction quality and children's self-regulation in toddler classrooms in Finland and Portugal
2021
This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self‐regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self‐regulation skills in the classroom. The quality of the teacher–child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS‐Toddler observation in…
Sysmä Community Currency: An Analysis of its Success from the Perspectives of Purposes, Stakeholders and Promotion
2019
Artikkeli on tapaustutkimus paikallisrahajärjestelmästä, jota kokeiltiin äskettäin maalaisympäristössä Sysmän kunnassa. Paikallisraha on yksi innovaatiivisista aloitteista, joita kunta on tehnyt tällä vuosituhannella torjuakseen jo 1960-luvulta alkaen käynnissä ollutta väestökatoa. Tässä artikkelissa tutkitaan paikallisrahan käynnistysvaihetta siihen sisältyneiden ristiriitojen näkökulmasta. Artikkelissa todetaan, että järjestelmä kärsi epäselvästä tavoitteenasettelusta, ja että eri osallisilla oli tavoittesta vaihtelevia ja ristiriitaisia käsityksiä. Paikallisrahan sosiaalista hyväksyntää heikensivät päätös rajoittaa rahaa vastaanottavien yritysten joukko kunnassa kirjoilla oleviin yrityks…