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://doi.org/10.33348/kvt.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
DOI: https://doi.org/10.33348/kvt.107965
Persistent website address: https://journal.fi/kasvatus/article/view/107965
Publication open access: Openly available
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: immigrants; 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
Contributing organizations
Related projects
- Building blocks: Developing second language resources for working life
- Suni, Minna
- Research Council of Finland
Ministry reporting: Yes
Reporting Year: 2021
JUFO rating: 2