Interculturality and English as a lingua franca - Internationalizing teacher education

    Research output: ThesisDoctoral ThesisCollection of Articles

    Abstract

    This dissertation examines factors that distinguish an international English-medium instruction (EMI) teacher education programme from mainstream teacher education programmes. International teacher education is understood in this study as a transdisciplinary programme that is taught in English as a lingua franca (ELF) and that admits both international and domestic students. The students thus originate from different backgrounds and they are not all familiar with the local school system. The programme is mostly taught by teacher educators educated in the local context. This study explores student teachers and teacher educators conceptions and experiences of and adjustment to multiculturalism and English as a lingua franca in a Finnish university context. The purpose of this dissertation is to investigate the roles that these factors play in implementing an international subject teacher education programme within the context of local (teacher) education.

    This PhD study consists of five separate but interrelated studies that together form a more holistic picture of the phenomena studied. The five sub-studies examine the phenomena from different perspectives and aim at highlighting issues that are important for programme development. The sub-studies use various data collection methods: interviews, focus groups, student course work, questionnaires, and an excerpt from a recorded lecture. The data analysis methods consist of discursive pragmatics, thematic analysis and qualitative content analysis.

    As its theoretical contribution this study weaves together the four factors of internationalization, interculturality (including the inclusion of immigrant teachers in local schools as an intercultural phenomenon), transdisciplinarity and English as a lingua franca, and conceptualizes their interrelations. On the one hand, this study reveals the complexity of constructing an international teacher education programme. On the other hand, the study provides a model for supporting teaching and learning in the context of international, transdiscipinary teacher education in order for it to serve the needs and demands of today s students, teachers, institutions and societies.
    Original languageEnglish
    Place of PublicationHelsinki
    Publisher
    Print ISBNs978-951-51-2181-3
    Electronic ISBNs 978-951-51-2182-0
    Publication statusPublished - Jun 2016
    MoE publication typeG5 Doctoral dissertation (article)

    Fields of Science

    • 516 Educational sciences
    • Teacher Education
    • Multicultural education
    • intercultural education
    • Internationalization
    • 6121 Languages
    • English as a Lingua Franca (ELF)
    • English-medium instruction

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