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 editorsMustonen, Sanna; Strömmer, Maiju

Journal or seriesJournal of Multilingual and Multicultural Development

ISSN0143-4632

eISSN1747-7557

Publication year2022

Publication date06/09/2022

VolumeEarly online

PublisherRoutledge

Publication countryUnited Kingdom

Publication languageEnglish

DOIhttps://doi.org/10.1080/01434632.2022.2116451

Publication open accessOpenly available

Publication channel open accessPartially open access channel

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


Abstract

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.


Keywordsimmigrantsprofessional developmentvocational education and trainingadult educationnursing sectormultilingualismethnographynarrative analysis

Free keywordstranslanguaging; translanguaging trajectory; language architecture; vocational education; adult education; health care


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Related projects


Ministry reportingYes

Reporting Year2022

JUFO rating2


Last updated on 2024-14-06 at 23:46