“We thought about it together and the solution came to our minds”: languaging linguistic problem-solving in multilingual Finnish classrooms

This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (  = 126) rep...

Full description

Saved in:
Bibliographic Details
Published in:International review of applied linguistics in language teaching, IRAL IRAL, 2023-06, Vol.61 (2), p.415-447
Main Authors: Repo, Elisa, Kivimäki, Riia, Kekki, Niina, Alisaari, Jenni
Format: Article
Language:English
Subjects:
Cognition
Collaboration
Content analysis
Educational activities
Elementary education
Finnish language
Instructional Materials
language awareness
language learning
languaging
linguistic problem-solving
Linguistics
Metalinguistics
multilingual learners
Multilingualism
Problem solving
Statistical analysis
Students
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students (  = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how meaningful, relevant and novel the students with diverse backgrounds found the tasks. The data were collected via a survey. Students’ problem-solving reports were analysed via content analysis, with the Taxonomy of Cognitive Process applied. Statistical analysis was used to measure the experienced meaningfulness, relevance and novelty. The analysis resulted in an understanding of the multiple voices in which the students articulated their thinking regarding linguistic problem-solving. The study sheds light on how to develop language aware learning materials to engage all students, regardless of their backgrounds, in discussions on language.
ISSN:0019-042X
1613-4141
DOI:10.1515/iral-2020-0179