This is an outdated version published on 2023-01-25. Read the most recent version.
Forthcoming

Positive stances toward cultural and linguistic diversity in Finnish schools after educational reforms

Authors

  • Jenni Alisaari Stockholm Univesity and University of Turku https://orcid.org/0000-0003-4096-1888
  • Riia Kivimäki University of Turku
  • Elisa Repo University of Turku
  • Niina Kekki University of Turku
  • Salla Sissonen University of Turku
  • Susanna Kivipelto University of Turku

Keywords:

culturally sustaining pedagogy, linguistically responsive teaching, teachers, students, educational reform

Abstract

This study examined students’ (N = 659) and teachers’ (N = 74) stances toward linguistic and cultural diversity in Finland after national educational policy reforms. The students’ and teachers’ stances were positive, and the students felt appreciated at school; however, differences were found based on the gender, age, and first language of the students and between teacher groups. Positive stances toward languages and language use seemed to decrease with age, and older students and students with other L1 than Finnish had a lower sense of belonging. Targeted attention should be paid to further increasing culturally sustaining and linguistically responsive school cultures. 

Section
Articles

Published

2023-01-25

Versions

How to Cite

Alisaari, J., Kivimäki, R., Repo, E., Kekki, N., Sissonen, S., & Kivipelto, S. (2023). Positive stances toward cultural and linguistic diversity in Finnish schools after educational reforms. Apples - Journal of Applied Language Studies, 39–64. https://doi.org/10.47862/apples.112305