Opetussuunnitelmat edellyttävät kielitietoista pedagogiikkaa. Kielitietoinen tai kielellisesti vastuullinen pedagogiikka tunnistaa opiskelukielen haasteita ja tuntee eri oppiaineiden kielten ominaisuuksia sekä tukee kaikkien oppilaiden oppimista monin tavoin. Käytännössä kielellisesti vastuullisen pedagogiikan toteuttaminen on helppoa, ja sitä voi alkaa toteuttaa pienin askelin – tähän tämä artikkeli antaa monenlaisia esimerkkejä.

Tarkastelemme luokanopettajaopiskelijoiden (n = 87) kieliopin hallintaa sekä käsityksiä kielellisestä tuesta matematiikan opetuksessa. Aineisto on kerätty opettajankoulutuksessa toteutetun monikielisyys- ja kielenoppimiskurssin yhteydessä kurssin alussa ja lopussa kyselylomakkeella, jolla kartoitettiin kielellistä tukemista matematiikan opetuksen yhteydessä. Tulosten perusteella näyttää siltä, että kieliopin hallintaan tulisi opettajankoulutuksessa kiinnittää jatkossa enemmän huomiota. Opiskelijoilla oli kuitenkin vankka käsitys erilaisista kielellisen tuen muodoista, kuten visuaalisuudesta ja sanaston ja rakenteiden tarkastelusta. Matematiikan oppiainekohtaisen kielitaidon tukemista tai oppilaiden ensikielen käyttämistä oppimisen tukena ei juurikaan mainittu, vaikka aiheita oli käsitelty kurssilla. Lisäksi osa opiskelijoista osoitti vielä loppumittauksessakin odottavansa oppilailta kielellistä toimijuutta tunnistamatta oppilaan kielellisen tuen tarpeita. Tutkimus osoittaa, että opettajankoulutuksen kieliopillisen tiedon opetusta on kehitettävä, samoin monikielisen oppilaan kielellisen tukemisen pedagogiikka vaatii huomiota.

Tarkastelemme tässä artikkelissa opettajien ja muun opetushenkilöstön (N=596) huolia maahanmuuttotaustaisten oppilaiden oppimisesta ja integraatiosta. Kyselymme vastauksissa nousivat esiin huolet maahanmuuttotaustaisten oppilaiden suomen tai ruotsin kielen taidon riittävyydestä, oppimisen ja kotoutumisen haasteista sekä rakenteiden joustamattomuudesta. Valtakieli nähtiin kommunikaation ja kanssakäymisen välineenä ja haasteet kielitaidossa ongelmallisena sosiaalisen kuulumisen ja kulttuurisen kotoutumisen kannalta. Kielitaidon ajateltiin olevan väylä koulutusmahdollisuuksiin ja tarvittava väline elämässä etenemiseen sekä kotoutumiseen. Vastaajia huolettivat sekä oppilaiden yksilötason integraatio että rakenteelliset etenemismahdollisuudet ja koulutussiirtymät. Vastaajien näkemykset oppilaiden motivaatiosta ja vuorovaikutuksellisesta kotoutumisesta erosivat siitä, miten aiemmat tutkimukset ovat osoittaneet nuorten itse kokevan nämä seikat. Tulokset osoittavat tarpeen sellaiselle poliittiselle päätöksenteolle ja sellaisille rakenteellisille muutoksille, jotka tukisivat yhdenvertaisia koulutusmahdollisuuksia oppilaan taustasta riippumatta.

Tässä artikkelissa tarkastelemme opettajien (n = 596) maahanmuuttotaustaisten oppilaiden opetukseen liittyviä huolia. Keskitymme erityisesti opettajien pohdintoihin omasta opettajuudestaan ja yleisesti kouluun liittyviin tekijöihin. Suurimpina huolina opettajien riittämättömyyden tunteessa olivat opettajan oma osaaminen ja opetustaidot, mutta myös arviointi, sopivan oppimateriaalin puute ja opettajien jaksaminen nousivat isoiksi huolenaiheiksi. Kouluun liittyvistä tekijöistä opettajia huolettivat koulun puutteelliset resurssit ja toimimattomat käytänteet sekä oppilaisiin kohdistuvat matalat odotukset ja toisten opettajien negatiiviset asenteet. Opettajat mainitsivat yleisesti vastauksissaan, ettei koulu tavalla tai toisella vastaa maahanmuuttotaustaisten oppilaiden tarpeisiin. He myös tunnistivat samoja haasteita, joita viimeaikainen tutkimus on osoittanut: resurssien ja opettajien osaamisen riittämättömyys sekä rakenteiden joustamattomuus. Opettajien työssä jaksamisen ja oppilaiden parempien oppimistulosten kannalta olisi syytä lähteä etsimään ratkaisuja maahanmuuttotaustaisten oppilaiden opetusta ympäröiviin haasteisiin. Opettajien kokemat haasteet ovat sellaisia, joihin ei pelkällä opettajankoulutuksella juuri pystytä vaikuttamaan, vaan niihin vaaditaan poliittisia toimia ja rakenteellisia uudistuksia.

In this study, we use PISA 2018 data to analyze (1) how language learning and teaching of intercultural issues are associated with global competences (GC) both in terms of knowledge and skills aspects as well as attitudes towards diversity, (2a) how the teaching of languages and intercultural issues in the school are related to sense of belonging among young people with migration backgrounds, and (2b) how peers’ global knowledge and skills as well as attitudes are related to migrant origin students’ sense of belonging at school. Aspects of global competences related to attitudes and cognitive skills are investigated separately. The teaching of intercultural competences was found to be positively associated with the four attitudinal aspects of global competences but negatively associated with the knowledge and cognitive skills associated with GC. Students studying two (or more) world languages tended to display more negative attitudes than those studying just one, in particular for respect for people from other cultures. Furthermore, learning two (or more) world languages versus one also tended to be associated with lower knowledge and cognitive skills related to GC. At the school-level the teaching of intercultural competences or languages were not associated with the sense of belonging of children of immigrants. Peers’ attitudes, in particular their awareness of intercultural communication, were more strongly associated with children of immigrants’ sense of belonging than their peers’ cognitive competences. Thus, we argue that the measurement of global knowledge and skills may be in need of critical reconsideration. Furthermore, it would be beneficial to define more explicitly, which aspects are related to effective intercultural training.

This study examined students’ (N = 659) and teachers’ (N = 74) stances toward linguistic and cultural diversity in Finland after national educational policy reforms. The students’ and teachers’ stances were positive, and the students felt appreciated at school; however, differences were found based on the gender, age, and first language of the students and between teacher groups. Positive stances toward languages and language use seemed to decrease with age, and older students and students with other L1 than Finnish had a lower sense of belonging. Targeted attention should be paid to further increasing culturally sustaining and linguistically responsive school cultures.

This paper deals with the etymology of four phonologically identical and semantically related terms in Finnish: Saimaa, the name of a lake; saima, saimasiika, a species of whitefish, saima, saimaverkko, a kind of net, and saima, a kind of boat. Below, I will advance a tentative Indo-Iranian etymology for the hydronym and possibly the fish as well, whereas I believe the word for ‘net’ to be ultimately based on an internal, Finnic instrumental derivation obscured by back-and-forth borrowing between Finnish and Saami. The word for ‘boat’ I will argue to be a borrowing from a Saami term for ‘quant-pole’ which itself is an Indo-Iranian borrowing. In the course of dealing with these terms, I will also suggest a new Baltic etymology for Finnish hämärä ‘dark’ as well as a Indo-European origin for a thinly spread Uralic term for ‘black’.

Då Pentti Saarikoski flyttar till Sverige 1975 fortsätter han att skriva på finska samtidigt som svenskan blir hans nya språk, i vardagen men också i litteraturen. Dagboksanteckningarna visar att Saarikoski brottas med känslor av utanförskap och trötthet som är förknippade med flytten och det nya språket. Samtidigt som känslor av detta slag förmodligen kännetecknar de flesta som flyttar – även då flytten sker frivilligt som i Saarikoskis fall – blir det en överraskning att få veta att Saarikoski bara några månader i landet börjar föra dagbok på svenska. Och det är via dagboksanteckningarna det går att följa hur hans förhållande till svenskan – och också finskan – förändras. De förstärker uppfattningen om att svenskan blir viktig som uttrycksmedel vid sidan av finskan för Saarikoski och markerar en övergång till en ny fas i hans författarskap. 

This chapter addresses autobiography as a genre which has an important role in bringing into discussion issues of changing linguistic borders. Heidi Grönstrand looks specifically at the multilingual traits of Abu-Hanna’s literary language in Sinut (You), a story that portrays the life of Umayya Abu-Hanna, who in the beginning of the 1980s moved from Palestine to Finland. The story foregrounds the narrator-protagonist’s efforts to meet the required language standards in Finnish, but the border between her language use and the norm remains sharp. Because the protagonist’s collisions with the language border are almost comedic, humour becomes an important means by which a demand for a change of attitudes towards interpretations of questions of language and belonging is signalled. The main language of Sinut is Finnish, but by including long passages in English and giving space to the newcomer’s language, which is characterized by creativity and innovation, Umayya Abu-Hanna widens the language repertoire of Finnish literature.

This collection showcases a multivalent approach to the study of literary multilingualism, embodied in contemporary Nordic literature. While previous approaches to literary multilingualism have tended to take a textual or authorship focus, this book advocates for a theoretical perspective which reflects the multiplicity of languages in use in contemporary literature emerging from increased globalization and transnational interaction. Drawing on a multimodal range of examples from contemporary Nordic literature, these eighteen chapters illustrate the ways in which multilingualism is dynamic rather than fixed, resulting from the interactions between authors, texts, and readers as well as between literary and socio-political institutions. The book highlights the processes by which borders are formed within the production, circulation, and reception of literature and in turn, the impact of these borders on issues around cultural, linguistic, and national belonging. Introducing an innovative approach to the study of multilingualism in literature, this collection will be of particular interest to students and researchers in literary studies, cultural studies, and multilingualism.

This article explores linguistic-cultural ideologies and educational policies as they emerge and are negotiated in everyday life in a bilingual school setting located in the geopolitical spaces of Sweden. Taking sociocultural theory and discourse analysis as points of departure, we focus on empirical examples of classroom interaction and locally established formal policing. Linguistic-cultural ideologies and educational policies that frame life at the school are investigated by employing nexus analytical methods, focusing on social (inter)actions through which a number of locally and nationally relevant discourses circulate. Our findings indicate that refocusing ideology and policy research from the lens of a practiced perspective allows the situated and distributed nature of everyday life to inform issues related to bilingualism as well as their relations to wider societal discourses. Furthermore, our analysis highlights the crucial role of educators in (re)locating bilingual education in its societal contexts as well as making these connections visible in classrooms.

The goal of this study was to analyse whether it is arguable to use a textbook in Finnish mother tongue instruction in Sweden when the book itself is originally published in Finland and aimed to be used by Swedish speakers in language instruction within a subject called “Finnish as a second national language” in Finland. There is a lack of suitable textbooks and material that are designed for the Sweden Finnish mother tongue instruction with learners that are studying Finnish in Sweden following the course plan of “Finnish as a first language”. Due to the lack of suitable Swedish-made material, mother tongue teachers in Sweden have used material published in Finland. The theoretical basis of this study is found in the sociocultural perspective of learning and the systemic-functional language theory or genre-based pedagogy. According to these theories, the used material, textbooks and exercises should be on the learners’ zone of proximal development.  The analysis in this study follows the methods of content analysis, and the study focuses on the book as a pedagogical rather than ideological artefact. The textbook analysed in this study does not contain the Sweden Finnish perspective, and does not mention the Finnish spoken in Sweden, and therefore the parts of the Swedish course plan that are related to the perspective are left out of this study.

With the current Swedish course plan for Finnish, and its core contents, the textbook in question may be used in mother tongue instruction, with some reservations. The book lacks few genres that are present in the Swedish course plan’s core contents, such as fictional literary genres other than short stories. The lack of specific genres is due to the different emphasises that the curricula of the two countries’ school systems have.

I denna kandidatuppsats i kursen finska för modersmålslärare undersöker jag normkritik i en barnbilderbok. I studien analyserar jag bilderboken Tatu och Patu – Kovaa menoa kiskoilla, som är skriven och illustrerad av Aino Havukainen och Sami Toivonen (2020). I uppsatsen analyserar jag bokens karaktärer utifrån ett normkritiskt perspektiv. Den teoretiska ramen för studien är Maria Nikolajevas bilderboksteori samt karaktärsmodellerna av E. M. Forster, Shlomith Rimmon-Kenan och Joseph Ewen. Som analysmetod tillämpas närläsning.

I studien söker jag svar på hur barnbilderboken Tatu och Patu – Kovaa menoa kiskoilla lyfter fram normkritiken i bilder och ord i skildringen av karaktärer. Syftet med studien är även att ta reda på hur verket kan fungera som ett normkritiskt läromedel i undervisningen för modersmål finska i grundskolan i Sverige. 

Analysen visade att bilderboken Tatu och Patu – Kovaa menoa kiskoilla innehåller mångsidig och normkritisk karaktärsbeskrivning med ord och bilder. Utifrån analysen kan man dra slutsatsen att verket kan användas som normkritiskt läromedel i modersmålsundervisningen i finska eftersom vardagliga saker kan diskuteras utifrån boken i ett normkritiskt perspektiv. 

Music and especially singing are ways to liven up language teaching. Singing creates a sense of togetherness and evokes feelings, which supports learning. It also makes it easier to focus on and recall language, and thus supports the learning of words, expressions, and structures. Teachers can use songs in their teaching, even if they are not music experts themselves.

Musiikki ja erityisesti laulaminen on yksi tapa elävöittää kielten opetusta. Laulaminen luo yhteenkuuluvuuden tunnetta ja herättää kuulijoissa tunteita, mikä tukee oppimista. Se helpottaa myös huomion kohdistamista kieleen ja sen mieleen painamista ja tukee siten kielen sanojen, ilmausten ja rakenteiden oppimista. Opettaja voi käyttää opetuksessaan lauluja, vaikka ei itse olisikaan musiikin asiantuntija.

The “Introduction” presents a new approach to literary multilingualism by demonstrating it as a phenomenon that emerges as a result of interactions between authors, texts and readers, as well as literary and political institutions on different societal levels. It emphasizes the practices and processes of linguistic borders, as opposed to a notion of multilingualism as a stable entity, identifiable by analysing texts against a set of fixed criteria. The “Introduction” also provides an overview of research on literary multilingualism in the last decades, including emerging new directions. The chapter concludes by providing a novel theoretical framework for the study of literary multilingualism, demonstrating how linguistic borders are actively formed in the production, circulation and reception of literature, and that processes of “bordering” have large-scale effects on conceptions of literature and its value.

The underlying idea of this study is a question if phoneme related grammar can be taught via phonological exercises and dictations in order to improve mechanical writing skills and if language teaching methods for grade 1–2 can also be utilized for older students. The main objective of this study is to study the command of standard Finnish phonemes among Sweden Finn pupils, focusing on long and short vowels and consonants, and diphthongs. In addition, the target is to test a dictation method which assesses the starting level of pupils’ competence in writing short and long vowels and consonants, and diphthongs.

The research questions are the following: 1) What kind of deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 2) How much of the deviations compared to standard Finnish can be found in Sweden Finn pupils’ writing of short and long vowels and consonants and diphthongs? 3) What kind of correlation can be found between these deviations, compared to standard Finnish and the background variables?

The theoretical background of this study is based on phonology, educational science and sociolinguistic, and it has its special focus on Swedish-Finnish culture and multilingualism. The main data was collected with a dictation from 22 pupils aged 9–13 years old and analyzed by using word structure analysis. In addition to this the narratives of text samples by ten pupils were analyzed. Background information was collected from parents and compared with the results of the word structure analysis, by using an implication scale.

The study shows that the main deviations regarding long vowels and consonants are missing letters, that is, the use of single letters where two are expected.  The most challenging long vowels are oo, ee, yy and ää and the long consonants ss, rr and nn. In addition, a replacement between letters appears: with vowels u > o, o > å and y > u and with consonants: m > n and kk > ck.The most challenging diphthongs are yi, ey, ie, uo, yö, öy, äy and iy, and the easiest to manage are ai, oi, au, eu and öi. Besides this some disorders between o and u, u and y and ä and e appear.

It seems that background variables do not show any significant dependencies on competences in managing vowels, consonants and diphthongs. However with a cautious interpretation, there seems to be a positive effect if the language have been learnt during the first three years and if the language is used with relatives.

Genom språklagen 2009 fick de nationella minoritetsspråken, däribland finska och meänkieli, samma rättigheter som svenska och teckenspråk. Genom det allmännas försorg skulle man kunna få använda, utveckla och lära sig språken. I sin artikel granskar Jarmo Lainio hur lagar om nationella minoriteter har uppföljts i Sverige, hur kunskaperna i minoritetsspråken ser ut, hur utbildningssystemet fungerar och hur språkutvecklingen sker idag. I synnerhet koncentrerar Lainio sig på indikatorer med vilka man kan analysera språkbytessituationen för finska och meänkieli. Viktiga och delvis nya aspekter i diskussionen om Sveriges minoritetsspråk är bl.a. Jarmo Lainios granskning av litteracitetens och skriftspråkets roll i språkbevaringen. Genom att använda Einar Haugens språksociologiska modell argumenterar Lainio bl.a. för att utbildningssystemet behöver förnyas ur de språkpolitiska målens synvinklar, samt att minoritetsspråken bör följas upp och uppdateras för nya behov. Även kunskaperna i minoritetsspråken bör öka inom den offentliga förvaltningen.

This paper explores the hypothesis of contact-induced change for the rise of the partitive case in Finnic languages and of the partitive case/determiner in Basque. On the basis of the well-established Indo-European partitive-genitive case and taking into account the lack of such a basis on the Uralic side, we argue that the partitive case in Finnic languages has arisen as a result of Balto-Slavic influence. Concerning the Basque partitive determiner, we likewise suggest a contact scenario (with Romance languages) as being responsible for the development of an entire system of determiners, including the definite and possibly the indefinite article as well as the partitive marker, which originates in an old ablative ending but crucially lacks the morphological properties characteristic of Basque inflectional markers.

The present thesis aims to provide a perspective in how norm critical pedagogy is included in children’s literature. In this study the main focus lies on Tittamari Martinen’s and Aiju Salminen’s children’s book Ikioma perheeni which was published in Finland in 2014. Ikioma perheeni is one of the first children’s book in Finland written with a gender-neutral main character and with a focus on rainbow families. The study is based on a theoretical analysis of how the characters can be described and read in the literature from a norm critical perspective which is the main focus in this study. As a result of this I analyze how the characters can be utilized in a norm critical pedagogy. I also provide some functional examples and suggestions for how Ikioma perheeni can be included in educational situations in Finnish language education. As a result of this Ikioma perheeni can be included in teaching when norm critical pedagocy is a desired perspective.