Finnish Class Teacher’s Views on Multilingualism and Multilingual Children

Abstract

In this thesis, Finnish class teachers were interviewed to learn more about their views on multilingualism and multilingual children. The following research questions were asked: 1. What are Finnish class teachers’ attitudes towards and beliefs about multilingualism? 2. How do Finnish class teachers report on their practice regarding multilingual primary school students? In six semi-structured interviews, the interviewed teachers could elaborate on their views, attitudes, beliefs, and practices related to multilingual students and multilingualism. To analyze the collected data, thematic analysis was used, and the theoretical lens of a monolingual habitus proposed by Gogolin was applied. Different expressions of multi- and monolingualism were observed in the interviewed Finnish class teachers. The two themes that were identified when analyzing the interview transcripts were: • Function of Language in School • Challenges of Teaching in Multilingual Schools. Aspects of monolingual habitus were present in the interviewed teachers, even those who taught English and Bilingual classes. Language as a resource was a subtheme in which beliefs and practices were particularly opposed. However, this habitus does not dominate all facets of teaching. Other languages are mostly seen as unproblematic when used in a social context. When language is used as a teaching tool, the language of instruction is positioned above other languages. The gap between beliefs and practices and the different contexts of language use indicates a habitus in transition. It would be interesting to investigate different contexts of Finnish primary education in future research, as this study was performed in a small area. This is especially relevant as equity and social justice are pillars of Finnish education. Therefore, it is also recommended that mixed-method research would be performed in this field in the future.