“Other languages do not pose a threat” – Finnish and Norwegian teachers’ perspectives on language use in vocational education
DOI:
https://doi.org/10.7577/njcie.6686Nøgleord:
Vocational Education and Training (VET), Linguistically Responsive Teaching (LRT), Multilingual classrooms, Power, Vocational teachers, Discourse AnalysisResumé
There is an increasing linguistically diverse student population in vocational education and training programs in both Finland and Norway. However, what teachers in these programs know about linguistically responsive teaching, and their acceptance of multiple languages in the classroom is scarce. In this study we analyse answers to the question “Should teachers require that only the language of instruction is spoken in class? Why or why not?” from 614 vocational education and training teachers in Norway and Finland through critical discourse analysis. We identified three discourses; Some languages are valued higher than others; A common language as a driver for inclusion, success, employability and protection; and Students’ primary languages are good for learning, and support human rights. We also discuss how the teachers construct power through their responses. Teachers both allowed and restricted the use of other languages in the classroom, and constructed linguistic hierarchies where the language of instruction was seen as the default and highest valued language. There is a need for teachers’ professional development regarding linguistically responsive teaching as a tool for learning and inclusion.
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