'Things Should Be Explained so That the Students Understand Them': Adolescent Immigrant Students' Perspectives on Learning the Language of Schooling in Finland

Autor/inn/en	Harju-Autti, Raisa; Mäkinen, Marita; Rättyä, Kaisu
Titel	'Things Should Be Explained so That the Students Understand Them': Adolescent Immigrant Students' Perspectives on Learning the Language of Schooling in Finland
Quelle	In: International Journal of Bilingual Education and Bilingualism, 25 (2022) 8, S.2949-2961 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harju-Autti, Raisa) ORCID (Mäkinen, Marita) ORCID (Rättyä, Kaisu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2021.1995696
Schlagwörter	Immigrants; Student Attitudes; Finno Ugric Languages; Second Language Learning; Second Language Instruction; Multilingualism; Foreign Countries; Learning Experience; Secondary School Students; Phenomenology; Informal Education; Learning Processes; Scaffolding (Teaching Technique); Language Role; Language of Instruction; Content and Language Integrated Learning; Learning Theories; Sociocultural Patterns; National Curriculum; Finland + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Mehrsprachigkeit; Multilingualismus; Ausland; Lernerfahrung; Sekundarschüler; Phenomenological psychology; Phänomenologie; Psychologie; Informelle Bildung; Nichtformale Bildung; Learning process; Lernprozess; Teaching language; Unterrichtssprache; CLIL; Lernkonzept; Learning theory; Lerntheorie; Soziokulturelle Theorie; Finnland
Abstract	This article explores the language learning experiences of four recently arrived adolescent plurilingual immigrant students who participated in additional structured linguistic support (SLS) in lower secondary education. The SLS was targeted at creating scaffolding for students who were learning both the language of schooling and the subject-specific content of Finnish basic education. This study applied an interpretative phenomenological approach. Data from interviews conducted twice during the study revealed two phenomenological themes at the core of the students' language learning experiences in formal and informal contexts. The first theme suggests that schools constituted the most important inclusive environment for learning the language of the new home country; therefore, scaffolding for the students should be organized accordingly. The second theme revolves around the role of Finnish and other languages in plurilingual students' linguistic repertoires. The findings of this study suggest some pedagogically relevant approaches for supporting students in learning the language of schooling, especially in lower secondary education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01