Accommodating to English-medium instruction in teacher education in Finland

    Research output: Contribution to journalArticleScientificpeer-review

    Abstract

    This study analyses teacher educators’ and student teachers’ perceptions of teaching and learning situations in an international English as a lingua franca (ELF) context in an English-medium instruction (EMI) teacher education programme in Finland. The analysis of semi-structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became reciprocal. Some teachers reflected on having used typical strategies in ELF context such as code-switching to further communication and engage students. However, teachers’ lack of fluency was sometimes considered causing frustration among students and affected negatively their feeling of being professional teacher educators. Nevertheless, by increasing more learner-led activities, ELF can positively affect teacher education pedagogy.
    Original languageEnglish
    JournalInternational Journal of Applied Linguistics
    Volume26
    Issue number3
    Pages (from-to)291-310
    Number of pages20
    ISSN0802-6106
    DOIs
    Publication statusPublished - Nov 2016
    MoE publication typeA1 Journal article-refereed

    Fields of Science

    • 516 Educational sciences
    • English-medium instruction
    • teacher education
    • 6121 Languages
    • accommodation strategies
    • co-construction of communication
    • ELF

    Cite this

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    title = "Accommodating to English-medium instruction in teacher education in Finland",
    abstract = "This study analyses teacher educators’ and student teachers’ perceptions of teaching and learning situations in an international English as a lingua franca (ELF) context in an English-medium instruction (EMI) teacher education programme in Finland. The analysis of semi-structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became reciprocal. Some teachers reflected on having used typical strategies in ELF context such as code-switching to further communication and engage students. However, teachers’ lack of fluency was sometimes considered causing frustration among students and affected negatively their feeling of being professional teacher educators. Nevertheless, by increasing more learner-led activities, ELF can positively affect teacher education pedagogy.",
    keywords = "516 Educational sciences, English-medium instruction, teacher education, 6121 Languages, accommodation strategies, co-construction of communication, ELF",
    author = "Kaisa Hahl and Heini-Marja J{\"a}rvinen and Kalle Juuti",
    year = "2016",
    month = "11",
    doi = "10.1111/ijal.12093",
    language = "English",
    volume = "26",
    pages = "291--310",
    journal = "International Journal of Applied Linguistics",
    issn = "0802-6106",
    publisher = "Wiley Blackwell",
    number = "3",

    }

    Accommodating to English-medium instruction in teacher education in Finland. / Hahl, Kaisa; Järvinen, Heini-Marja; Juuti, Kalle.

    In: International Journal of Applied Linguistics, Vol. 26, No. 3, 11.2016, p. 291-310.

    Research output: Contribution to journalArticleScientificpeer-review

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    AB - This study analyses teacher educators’ and student teachers’ perceptions of teaching and learning situations in an international English as a lingua franca (ELF) context in an English-medium instruction (EMI) teacher education programme in Finland. The analysis of semi-structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became reciprocal. Some teachers reflected on having used typical strategies in ELF context such as code-switching to further communication and engage students. However, teachers’ lack of fluency was sometimes considered causing frustration among students and affected negatively their feeling of being professional teacher educators. Nevertheless, by increasing more learner-led activities, ELF can positively affect teacher education pedagogy.

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    KW - 6121 Languages

    KW - accommodation strategies

    KW - co-construction of communication

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