A1 Journal article (refereed)
Kielitietoiset käytänteet tukemassa maahanmuuttotaustaisten opiskelijoiden kiinnittymistä ammatilliseen koulutukseen (2021)
Language aware practices supporting the engagement of students with immigrant background in vocational education


Mustonen, S., & Puranen, P. (2021). Kielitietoiset käytänteet tukemassa maahanmuuttotaustaisten opiskelijoiden kiinnittymistä ammatilliseen koulutukseen. Kasvatus, 52(1), 65-78. https://journal.fi/kasvatus/article/view/107965


JYU authors or editors


Publication details

All authors or editors: Mustonen, Sanna; Puranen, Pauliina

Journal or series: Kasvatus

ISSN: 0022-927X

eISSN: 2737-0658

Publication year: 2021

Volume: 52

Issue number: 1

Pages range: 65-78

Publisher: Suomen kasvatustieteellinen seura

Publication country: Finland

Publication language: Finnish

Persistent website address: https://journal.fi/kasvatus/article/view/107965

Publication open access: Not open

Publication channel open access: Delayed open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/75913

Additional information: Artikkeli avautuu Journal.fi -palvelussa 12 kk julkaisemisen jälkeen.


Abstract

In this article, we analyse pedagogical practices that support student engagement and integrated learning of language and content in vocational education. The team-based ethnographical interview and observation data were gathered in a vocational school during two school years. The key participants are seven young adults with an immigrant background. They all were late arrivals to the Finnish educational path. In addition, fourteen members of the teaching and study counselling staff were interviewed. The data were analysed using theory-driven content analysis. An ecological approach to language learning was applied to identify practices that support participation and integrated learning of language and content. The results indicate that in vocational education, linguistic support remains easily apart from the content studies. Conscious enhancement of interaction promotes engagement and learning the field-specific language. In the case of the key participants, different modes of language use were supported only scarcely, which weakened their chances for equal engagement in activities, access to practical training and further studies, and sometimes even school engagement. The participants’ multilingualism is not supported in the studies either, but it seems nevertheless to be a valuable learning resource for them. The results of this study can be applied in developing language aware vocational education and supervision practices.


Keywords: migrants; vocational education and training; language-aware education; language learning; professional skills; language skills; multilingualism; ethnography

Free keywords: vocational education and training; language aware teaching; migration; ethnography


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Preliminary JUFO rating: 2


Last updated on 2021-24-11 at 11:11