Literaturnachweis - Detailanzeige
Autor/inn/en | Suuriniemi, Salla-Maaria; Satokangas, Henri |
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Titel | Linguistic Landscape of Finnish School Textbooks |
Quelle | In: International Journal of Multilingualism, 20 (2023) 3, S.850-868 (19 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Suuriniemi, Salla-Maaria) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1479-0718 |
DOI | 10.1080/14790718.2021.1950726 |
Schlagwörter | Multilingualism; Textbooks; Content Analysis; Foreign Countries; Semiotics; National Curriculum; Core Curriculum; Second Languages; Finno Ugric Languages; Language Role; Teaching Methods; Educational Practices; Language Minorities; Immigrants; English (Second Language); Elementary Secondary Education; Finland Mehrsprachigkeit; Multilingualismus; Textbook; Text book; Schulbuch; Lehrbuch; Inhaltsanalyse; Ausland; Semiotik; Kerncurriculum; Second language; Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis; Sprachminderheit; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Finnland |
Abstract | This article focuses on the visibility and position of different languages in semiotic space, namely the linguistic landscape provided by textbooks. The aim is to determine to what extent the linguistic landscape of textbooks supports the multilingual emphasis of the Finnish national core curriculum and the multilingualism of Finnish classrooms. The data include 34 textbooks on five of the mandatory subjects and covers the different grades of comprehensive schools in Finland. The presence of different languages was mapped quantitatively by coding all languages that were mentioned or made visible in the textbooks. Further, a qualitative analysis of the most representative parts of the data was carried out. The results of this study show that different contexts and categories are constructed for different languages. Moreover, multilingualism is marginalised and monolingual practices appear as the norm. As a conclusion, this study reveals that the paradigm shift to multilingual approaches and practices in textbooks is under construction, and much is left to be done. (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 |