Suomi
https://www.kieliverkosto.fi
A bridge too far? Dynamic Assessment and a dialectical view of the gap between language assessment and learning
https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-marraskuu-2023/a-bridge-too-far-dynamic-assessment-and-a-dialectical-view-of-the-gap-between-language-assessment-and-learning
No publisherEmilia Rajalakkyenglantidynamic assessmentzpdlanguage assessmentlanguage teachingL22023/11/08 12:46:44 GMT+2Sivu“The thing… is kinda complicated”: What and how do you assess in CLIL?
https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-helmikuu-2021/the-thing-is-kinda-complicated-what-and-how-do-you-assess-in-clil
“Every teacher is a language teacher” has almost become a mantra in educational systems throughout the world. However, what does it mean in practice? If language learning and teaching is a part of any classroom, how do you teach and assess both content and language simultaneously? This question inspired a collaboration of teachers and researchers from all around the world which we reflect on in this paper.No publisherCLILcontent and language integrationlanguage assessmentlanguage learninglanguage teachingkkyenglanti2021/02/10 16:02:00 GMT+2SivuRole of pupil agency in a second language classroom
https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-maaliskuu-2019/role-of-pupil-agency-in-a-second-language-classroom
This article is about my experience as an English teacher in South Korea and in Finland and it points out the importance of teachers and researchers to listen to young language learners. To be specific, I will firstly share my professional career as an English teacher who has taught mostly in junior high schools in South Korea (the learners’ age level was 11–13) for about 15 years. Then I will describe how I came to recognize the importance to delve into young learners’ agency through my own teaching experience and decided to exercise my academic journey with the view on pupils as agentive sense-makers here in Finland.No publisherErja Kilpeläinenagencytoimijuuslanguage learninglanguage teachingEnglishkieltenoppiminenkielenoppiminenkielenopetusenglannin kielioppilaatpupilskkyenglanti2019/03/13 16:22:00 GMT+2SivuAn immigrant mother’s thoughts on the use of Finnish in English workbooks
https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-maaliskuu-2018/an-immigrant-mothers-thoughts-on-the-use-of-finnish-in-english-workbooks
I moved to Finland with my family three and a half years ago from Hungary. My older son (aged 11 then) spent a year in a Finnish preparatory class before he continued his studies in the 5th grade. He chose English as his A1 language because he had learnt it for three years in a Hungarian school. Despite his knowledge, the English home assignments proved to be very difficult for him to solve. The activity book relied greatly on the majority language: the instructions and many of the exercises required Finnish knowledge. We spent a lot of time using an electronic dictionary to do the English homework together. Finnish skills were needed even in the English language tests that he had to take, and it happened not just once that he lost points due to the lack of his proficiency. This personal experience made me curious about the reasons for the presence of the majority language in the English activity books that are used in Finnish basic education. The study is discussed in more detail in a paper published in the electronic journal Apples (Háhn 2017).No publisherErja KilpeläinenoppikirjatEnglish textbookskieltenopetusvieraiden kielten opetuskieltenoppiminenlanguage learninglanguage teachingkielipolitiikkalanguage policymaahanmuuttajaoppilaatimmigrant studentssuomi toisena kielenäsuomen kielienglannin kieliEnglishFinnishkkyenglanti2018/03/08 13:15:00 GMT+2Sivu