A3 Book section, Chapters in research books
Matematiikkaa vai suomea? : S2-oppijoiden oma-aloitteiset kysymykset peruskoulun matematiikan oppitunneilla (2014)

Lilja, N. (2014). Matematiikkaa vai suomea? : S2-oppijoiden oma-aloitteiset kysymykset peruskoulun matematiikan oppitunneilla. In M. Mutta, P. Lintunen, I. Ivaska, & P. Peltonen (Eds.), Tulevaisuuden kielenkäyttäjä = Language users of tomorrow (pp. 25-48). Suomen soveltavan kielitieteen yhdistys ry. Suomen soveltavan kielitieteen yhdistyksen julkaisuja, 72. https://journal.fi/afinlavk/article/view/60050

JYU authors or editors

Publication details

All authors or editors: Lilja, Niina

Parent publication: Tulevaisuuden kielenkäyttäjä = Language users of tomorrow

Parent publication editors: Mutta, Maarit; Lintunen, Pekka; Ivaska, Ilmari; Peltonen, Pauliina

ISBN: 978-951-9388-60-1

Journal or series: Suomen soveltavan kielitieteen yhdistyksen julkaisuja

ISSN: 0781-0318

Publication year: 2014

Number in series: 72

Pages range: 25-48

Number of pages in the book: 195

Publisher: Suomen soveltavan kielitieteen yhdistys ry

Publication country: Finland

Publication language: Finnish

Persistent website address: https://journal.fi/afinlavk/article/view/60050

Publication open access: Openly available

Publication channel open access: Delayed open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/86406

Additional information: AFinLAn vuosikirja 2014, ISSN 0781-030X

Abstract

In recent years, learner-initiated actions have started to attract more and more attention in research on classroom interaction. It has been recognized that by taking the initiative and by actively contributing to the interaction learners take responsibility of their own learning processes. This article focuses on studentinitiated question sequences in a classroom of young adult immigrants studying mathematics in their second language (Finnish). The data consist of 12 videotaped lessons, and the main method of analysis is conversation analysis. The results show that while students are active in asking questions they rarely ask questions that explicitly deal with language. The analysis illustrates the challenges the students face in learning mathematical content through their second language and demonstrates how language and subject content are intertwined.

Keywords: immigrants; Finnish as a second language; lessons; mathematics; teaching situation; interaction; questions; classroom work; conversation analysis

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2014

JUFO rating: 1