A1 Journal article (refereed)
Becoming a multilingual health professional in vocational education : two adult migrants’ translanguaging trajectories (2022)

Mustonen, S., & Strömmer, M. (2022). Becoming a multilingual health professional in vocational education : two adult migrants’ translanguaging trajectories. Journal of Multilingual and Multicultural Development, Early online. https://doi.org/10.1080/01434632.2022.2116451

JYU authors or editors

Publication details

All authors or editors: Mustonen, Sanna; Strömmer, Maiju

Journal or series: Journal of Multilingual and Multicultural Development

ISSN: 0143-4632

eISSN: 1747-7557

Publication year: 2022

Publication date: 06/09/2022

Volume: Early online

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/01434632.2022.2116451

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83228


The number of migrant students in vocational education in Finland is rising. Their educational backgrounds and language resources are diverse, and research is needed to gain better understanding on how their existing knowledge can be acknowledged, supported, and deployed when they become multilingual professionals in their own fields. In this ethnographic study, we drew on the theoretical approaches of translanguaging and language architecture (García, O., and T.Kleyn. 2016. “Translanguaging Theory in Education.” In Translanguaging with Multilingual Students: Learning from Classroom Moments, edited by O. García, and T. Kleyn, 9–33. New York, London: Routledge; Li, Wei. 2018. “Translanguaging as a Practical Theory of Language.” Applied Linguistics 39 (1): 9–30; Flores, N. 2020. “From Academic Language to Language Architecture: Challenging Raciolinguistic Ideologies in Research and Practice.” Theory Into Practice 59 (1): 22–31). Both concepts promote the integration of students’ multilingual resources in their content studies.

We focused on two multilingual students studying to become practical nurses. We applied small stories analysis (Georgakopoulou, A. 2015. “Small Stories Research: Methods - Analysis - Outreach.” In The Handbook of Narrative Analysis, edited by A. De Fina, and A. Georgakopoulou, 255–271. Wiley Blackwell) to ascertain how translanguaging practices support them in developing their vocational competence and language architecture. The data comprised ethnographic observations, interviews, and audio-recorded interaction. Although the official language of instruction is Finnish, students are encouraged to integrate their multilingual resources into their vocational development. The analysis illustrates how translanguaging not only deepens multilingual students’ understanding of field-specific content but also enables them to strategically use and strengthen their multilingual resources.

Keywords: immigrants; professional development; vocational education and training; adult education; nursing sector; multilingualism; ethnography; narrative analysis

Free keywords: translanguaging; translanguaging trajectory; language architecture; vocational education; adult education; health care

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Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 2

Last updated on 2023-03-10 at 12:44