Monilukutaito varhaista kieltenopetusta uudistamassa (MultiELL)

Päärahoittaja

Rahoittajan antama koodi/diaarinumero: 363257

Päärahoittajan myöntämä tuki (€)

Rahoitusohjelma

Hankkeen aikataulu

Hankkeen aloituspäivämäärä: 01.09.2024

Hankkeen päättymispäivämäärä: 31.08.2028

Tiivistelmä

Recent reconceptualizations of language as a resource and literacy as multiliteracies call for a holistic understanding of what it means to teach and learn languages in schools. As language teaching and learning is largely dependent on teacher and learner conceptualizations of the means and goals of learning, answering the call requires understanding how conceptualizations emerge and affect teaching/learning practices. The combination of applied linguistics and educational research in this project enables gaining critical understanding of language teachers’ and learners’ conceptualizations of language and multiliteracies and the reflection of these in teaching/learning practices in early language learning. Finland offers an optimal context for the study, as two major reforms currently affect language teaching in schools: the introduction of multiliteracies as a cross-curricular competence in the core curriculum and the earlier introduction of additional language learning. The project draws on the theoretical framework of the Douglas Fir Group and operationalizes it with Nexus analysis. Accordingly, the study comprises three phases: engaging (recognition, identification), navigating (mapping, circumferencing), and changing the nexus (co-construction, change). Visual and participatory methods, and data, method and researcher triangulation are applied throughout. The recruited focal teachers and learners and a live sketchnoter are equal partners in data generation and interpretation (participant-generated visuals and recordings, a development project, video-stimulated recall and visual elicitation discussions, co-authored articles) and all data is analysed in interdisciplinary (applied linguistics and education) collaborator teams by using multiple methods. The novelty value of the project lies in its multiliteracies perspective to language education, which importantly bridges divides between language subjects (global & local), educational contexts (Finnish- & Swedish-medium schools in Finland, schools in Canada and Spain), language syllabi (beginner & native-level syllabus), and language teacher profiles (language arts teachers & class teachers). The project offers a theoretical and methodological perspective to the complex connections between societal language ideologies (macro-level), the school (meso-level) and language teachers’ and learners’ practices (micro-level). The project provides empirical evidence to improve teacher education and to inform educational policies and practices.

Vastuullinen johtaja

Muut hankkeeseen liittyvät henkilöt (JYU)

Päävastuullinen yksikkö

Seurantakohteet

Profiloitumisalue: Monilukutaito oppimisessa ja yhteiskunnallisessa osallisuudessa (Jyväskylän yliopisto JYU) MultiLEAP; 2021-2026. Aiemmin RECLAS