Linguistic Landscape of Finnish School Textbooks

Autor/inn/en	Suuriniemi, Salla-Maaria; Satokangas, Henri
Titel	Linguistic Landscape of Finnish School Textbooks
Quelle	In: International Journal of Multilingualism, 20 (2023) 3, S.850-868 (19 Seiten) PDF als Volltext Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01