Refereed journal article or data article (A1)

Linguistically responsive teaching: A requirement for Finnish primary school teachers




List of Authors: Heikkola Leena Maria, Alisaari Jenni, Vigren Heli, Commins Nancy

Publisher: Elsevier

Publication year: 2022

Journal: Linguistics and Education

Volume number: 69

eISSN: 0898-5898

DOI: http://dx.doi.org/10.1016/j.linged.2022.101038

URL: https://doi.org/10.1016/j.linged.2022.101038

Self-archived copy’s web address: https://research.utu.fi/converis/portal/detail/Publication/174509261


Abstract

We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlations between teachers’ understandings, reported practices and personal learning needs were investigated. Respondents had a solid understanding regarding the investigated language learning processes and reported using additional semiotic scaffolding practices, such as visual cues, most often. Over half of the respondents reported needing more information about their students’ backgrounds, experiences, and skills. The teachers with the highest levels of understanding reported using linguistically responsive practices the most and also sought the most professional learning. However, most Finnish primary school teachers would benefit from both theoretical and practical training in linguistically responsive pedagogy.


Downloadable publication

This is an electronic reprint of the original article.
This reprint may differ from the original in pagination and typographic detail. Please cite the original version.




Last updated on 2022-01-04 at 11:49