Sustainable development is included in curricula in many countries-from primary to tertiary educa... more Sustainable development is included in curricula in many countries-from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism, and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers' views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and social sustainability.
In both the school environment and teacher education, sustainable development is usually linked t... more In both the school environment and teacher education, sustainable development is usually linked to the natural and social sciences and is rarely incorporated into language education or encouraged as part of language teacher education. As more research is needed on the practical implementation of sustainable development in language teaching and language teacher education, this study elucidates Finnish pre-service language teachers’ perceptions of sustainability dimensions (i.e. ecological, economic, social, and cultural) and their role in language teaching. We used a questionnaire comprising open-ended and Likert-scale questions to examine pre-service language teachers’ perceptions of and attitudes towards themes under all sustainability dimensions, and their feeling about their ability to integrate them into their teaching. Pre-service teachers ( n = 26) recognized the importance of the social and cultural dimensions in language teaching and felt more capable of addressing personal ...
Sustainable development is included in curricula in many countries – from primary to tertiary edu... more Sustainable development is included in curricula in many countries – from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers’ views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and s...
This paper discusses studying optional languages at upper secondary school in Finland, and in par... more This paper discusses studying optional languages at upper secondary school in Finland, and in particular students’ views on dropping the optional language. The number of students choosing an optional language has decreased during the past decades. In earlier studies, teachers have suggested that a heavy workload might be one of the main reasons for this decrease. We interviewed nine students at upper secondary school and here we concentrate on those four who discontinued their optional language studies. The data were analysed via content analysis. The results show that the reasons behind dropping an optional language are manifold, and can be traced to individual values, but also to school structures and to how society seems to value languages. Heavy workload is also reflected in answers in different ways: the participants acknowledged that good language skills take time and effort which they were not always willing to invest in.
This study explores the perceptions and practices of upper secondary school language teachers on ... more This study explores the perceptions and practices of upper secondary school language teachers on differentiated assessment. The data were collected through a closed and open-ended questionnaire (n=48) and individual interviews with four teachers. The results show that the teachers used a variety of assessment methods, with a predominant emphasis on formative assessment. Although the teachers mentioned many differentiated assessment methods, they did not generally differentiate their assessments to a large extent. The teachers also focused mostly on low-achieving students and neglected adversely gifted students. The teachers seemed to follow the practice of having all students demonstrate their learning in the same way and at the same time. Class size was seen as the main barrier to more thorough differentiation. The results of this study suggest that differentiation should be better integrated into assessment and that both pre- and in-service teachers would benefit from training foc...
Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed a... more Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed as entities when learning and using languages. Previous research on FSs has largely concentrated on E ...
EKKO-hankkeessa pohditaan, miten eettisyys ja kestävä kehitys voidaan ottaa huomioon kieltenopetu... more EKKO-hankkeessa pohditaan, miten eettisyys ja kestävä kehitys voidaan ottaa huomioon kieltenopetuksessa.nonPeerReviewe
Huoli Suomen ja suomalaisten hupenevasta kielivarannosta on viime vuodet ollut kielikoulutuksen k... more Huoli Suomen ja suomalaisten hupenevasta kielivarannosta on viime vuodet ollut kielikoulutuksen kestopuheenaihe. Englannin taidon hyödyn ja välttämättömyyden ymmärtävät kaikki, mutta samalla moni ajattelee, että englanti yksin riittää. Näin ei opinnoissa eikä työelämässä kuitenkaan ole. Kielivalintojen monipuolistamiseksi on kunnissa ja kouluissa järjestetty alakoululaisille kielisuihkutuksia, -karnevaaleja, -kerhoja ja muuta toimintaa innostuksen ja motivaation herättämiseksi. Vuosia jatkunut työ tuottaa kuitenkin hyvin hitaasti hedelmää ja samalla mm. lukioissa valinnaisten kielten opiskelu on vähentynyt. Kysyimme kieltenopettajilta Webropol-kyselyllä, mitä he kokevat suurimmiksi kielivalintojen esteiksi ja miten he korjaisivat tilannetta. Tammi-helmikuussa 2021 toteutettuun kyselyyn vastasi kaikkiaan 349 vastaajaa.nonPeerReviewe
Varhennettu kieltenopetus on yleistynyt viime vuosina maailmanlaajuisesti. Myös Suomessa ensimmäi... more Varhennettu kieltenopetus on yleistynyt viime vuosina maailmanlaajuisesti. Myös Suomessa ensimmäisen vieraan kielen (A1-kielen) opetus aloitetaan nykyisin viimeistään ensimmäisen luokan keväällä. Opetuksen ensisijaisena tavoitteena on herättää oppilaiden myönteinen asenne kielenoppimiseen sekä uteliaisuus kieliä kohtaan (Opetushallitus, 2019). Tässä artikkelissa tarkastelemme varhennettua kieltenopetusta kahden erilaisen oppijan näkökulmasta.nonPeerReviewe
원격탐사 자료와 현장 자료를 이용한 산림 바이오매스 탄소량 추정은 전 세계적으로 각광을 받고 있으며, 국내의 경우 2010년 국립산림과학원에서 개발한 수종별 탄소배출계수를 통... more 원격탐사 자료와 현장 자료를 이용한 산림 바이오매스 탄소량 추정은 전 세계적으로 각광을 받고 있으며, 국내의 경우 2010년 국립산림과학원에서 개발한 수종별 탄소배출계수를 통해 보다 정확한 탄소량 추정이 가능하게 되었다. 본 연구에서는 2006년부터 2009년까지 구축된 제5차 국가산림자원조사(National Forest Inventory, NFI) 자료를 기반으로 k-Nearest Neighbor(kNN) 알고리즘을 이용하여 충청북도 단양군의 지상부 바이오매스 탄소량을 추정하였다. 원격탐사 자료로는 계절 변화가 뚜렷한 한반도의 기후가 산림 지역의 분광 특성 및 이에 따른 탄소량 추정에 미치는 영향을 조사하기 위해 2004년부터 2005년까지 계절별로 취득된 Landsat TM 위성영상을 이용하였다. 분석결과 단양군 지역의 지상부 바이오매스 총 탄소량은 최대 3542768.49tonC에서 최소 3329037.51tonC 사이로 추정되었으나, 계절에 따른 특정 경향은 발견되지 않았다.
Journal of Immersion and Content-Based Language Education
This article explores how pupils in early CLIL (Content and Language Integrated Learning) educati... more This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in ...
Development of L2 writing: uency and proo ciency This article is about L2 writing and its develop... more Development of L2 writing: uency and proo ciency This article is about L2 writing and its development, and it examines uency in relation to proo ciency. Fluency in L2 writing can be understood in two ways: the uency of the written texts (or the outcome) or the uency of the writing process. Traditionally, uency measures have been based on the former. The uency of the writing process, in contrast, is still an under-researched issue. University students studying English or Swedish as their major subject were asked to write (or type) two texts (a narrative and an argumentative text), and a keystroke-logging programme was used to record the writing process, including pauses and all revisions. The texts produced were assessed for their proo ciency on a standard six-point scale. The uency of the writing process was measured by both traditional (oo ine) and new (on-line) measures. The ndings suggest that uency measures (of both types) correlate with L2 writing proo ciency only to some exten...
Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing ... more Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing words with help of derivational affixes, is considered important for learners of second or foreign languages (L2), there is still no clear answer as to what aspects comprise the construct of L2 English word derivational knowledge and how it develops. The present study adds to our knowledge on how the ability to derive English words develops among L2 English learners. More specifically, it sheds light on how word derivational knowledge relates to communicatively defined Common European Framework of Reference (CEFR) language proficiency levels regarding learners' writing skills. In the study, 117 10th grade learners of English in Estonia and Finland were administered two writing tasks as well as nine measures which were hypothesised to tap learners' word derivational knowledge. The findings indicated that the learners' performance on almost all WD measures were significantly and fairly strongly (at .4–0.6 level) correlated with their writing proficiency. The findings also suggest that some aspects of WD ability develop rather steadily between CEFR levels, but others may increase more rapidly after level A2 or B1. These findings thus demonstrate a relationship between word derivational knowledge and language proficiency.
Sustainable development is included in curricula in many countries-from primary to tertiary educa... more Sustainable development is included in curricula in many countries-from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism, and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers' views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and social sustainability.
In both the school environment and teacher education, sustainable development is usually linked t... more In both the school environment and teacher education, sustainable development is usually linked to the natural and social sciences and is rarely incorporated into language education or encouraged as part of language teacher education. As more research is needed on the practical implementation of sustainable development in language teaching and language teacher education, this study elucidates Finnish pre-service language teachers’ perceptions of sustainability dimensions (i.e. ecological, economic, social, and cultural) and their role in language teaching. We used a questionnaire comprising open-ended and Likert-scale questions to examine pre-service language teachers’ perceptions of and attitudes towards themes under all sustainability dimensions, and their feeling about their ability to integrate them into their teaching. Pre-service teachers ( n = 26) recognized the importance of the social and cultural dimensions in language teaching and felt more capable of addressing personal ...
Sustainable development is included in curricula in many countries – from primary to tertiary edu... more Sustainable development is included in curricula in many countries – from primary to tertiary education, as well as in teacher training. Its principles also encompass language teaching, e.g., through enhancing equality of languages, multilingualism and multiculturalism. Several ethical issues are linked to sustainable development goals, which can be considered part of language teaching and assessment. Based on questionnaire data, this article addresses language teachers’ views on sustainable development and its connection to assessment of language learning. The results show that language teachers (N=29) do not recognize the link between assessment and teaching practices that follow sustainable development principles. Engagement and peer assessment seemed to be a way to support sustainable development principles in language teaching. Further, the results indicate that language teachers need more information about the effects of ethical assessment on supporting language learning and s...
This paper discusses studying optional languages at upper secondary school in Finland, and in par... more This paper discusses studying optional languages at upper secondary school in Finland, and in particular students’ views on dropping the optional language. The number of students choosing an optional language has decreased during the past decades. In earlier studies, teachers have suggested that a heavy workload might be one of the main reasons for this decrease. We interviewed nine students at upper secondary school and here we concentrate on those four who discontinued their optional language studies. The data were analysed via content analysis. The results show that the reasons behind dropping an optional language are manifold, and can be traced to individual values, but also to school structures and to how society seems to value languages. Heavy workload is also reflected in answers in different ways: the participants acknowledged that good language skills take time and effort which they were not always willing to invest in.
This study explores the perceptions and practices of upper secondary school language teachers on ... more This study explores the perceptions and practices of upper secondary school language teachers on differentiated assessment. The data were collected through a closed and open-ended questionnaire (n=48) and individual interviews with four teachers. The results show that the teachers used a variety of assessment methods, with a predominant emphasis on formative assessment. Although the teachers mentioned many differentiated assessment methods, they did not generally differentiate their assessments to a large extent. The teachers also focused mostly on low-achieving students and neglected adversely gifted students. The teachers seemed to follow the practice of having all students demonstrate their learning in the same way and at the same time. Class size was seen as the main barrier to more thorough differentiation. The results of this study suggest that differentiation should be better integrated into assessment and that both pre- and in-service teachers would benefit from training foc...
Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed a... more Formulaic sequences (FSs), be they multiword or multi-morphemic, are understood to be processed as entities when learning and using languages. Previous research on FSs has largely concentrated on E ...
EKKO-hankkeessa pohditaan, miten eettisyys ja kestävä kehitys voidaan ottaa huomioon kieltenopetu... more EKKO-hankkeessa pohditaan, miten eettisyys ja kestävä kehitys voidaan ottaa huomioon kieltenopetuksessa.nonPeerReviewe
Huoli Suomen ja suomalaisten hupenevasta kielivarannosta on viime vuodet ollut kielikoulutuksen k... more Huoli Suomen ja suomalaisten hupenevasta kielivarannosta on viime vuodet ollut kielikoulutuksen kestopuheenaihe. Englannin taidon hyödyn ja välttämättömyyden ymmärtävät kaikki, mutta samalla moni ajattelee, että englanti yksin riittää. Näin ei opinnoissa eikä työelämässä kuitenkaan ole. Kielivalintojen monipuolistamiseksi on kunnissa ja kouluissa järjestetty alakoululaisille kielisuihkutuksia, -karnevaaleja, -kerhoja ja muuta toimintaa innostuksen ja motivaation herättämiseksi. Vuosia jatkunut työ tuottaa kuitenkin hyvin hitaasti hedelmää ja samalla mm. lukioissa valinnaisten kielten opiskelu on vähentynyt. Kysyimme kieltenopettajilta Webropol-kyselyllä, mitä he kokevat suurimmiksi kielivalintojen esteiksi ja miten he korjaisivat tilannetta. Tammi-helmikuussa 2021 toteutettuun kyselyyn vastasi kaikkiaan 349 vastaajaa.nonPeerReviewe
Varhennettu kieltenopetus on yleistynyt viime vuosina maailmanlaajuisesti. Myös Suomessa ensimmäi... more Varhennettu kieltenopetus on yleistynyt viime vuosina maailmanlaajuisesti. Myös Suomessa ensimmäisen vieraan kielen (A1-kielen) opetus aloitetaan nykyisin viimeistään ensimmäisen luokan keväällä. Opetuksen ensisijaisena tavoitteena on herättää oppilaiden myönteinen asenne kielenoppimiseen sekä uteliaisuus kieliä kohtaan (Opetushallitus, 2019). Tässä artikkelissa tarkastelemme varhennettua kieltenopetusta kahden erilaisen oppijan näkökulmasta.nonPeerReviewe
원격탐사 자료와 현장 자료를 이용한 산림 바이오매스 탄소량 추정은 전 세계적으로 각광을 받고 있으며, 국내의 경우 2010년 국립산림과학원에서 개발한 수종별 탄소배출계수를 통... more 원격탐사 자료와 현장 자료를 이용한 산림 바이오매스 탄소량 추정은 전 세계적으로 각광을 받고 있으며, 국내의 경우 2010년 국립산림과학원에서 개발한 수종별 탄소배출계수를 통해 보다 정확한 탄소량 추정이 가능하게 되었다. 본 연구에서는 2006년부터 2009년까지 구축된 제5차 국가산림자원조사(National Forest Inventory, NFI) 자료를 기반으로 k-Nearest Neighbor(kNN) 알고리즘을 이용하여 충청북도 단양군의 지상부 바이오매스 탄소량을 추정하였다. 원격탐사 자료로는 계절 변화가 뚜렷한 한반도의 기후가 산림 지역의 분광 특성 및 이에 따른 탄소량 추정에 미치는 영향을 조사하기 위해 2004년부터 2005년까지 계절별로 취득된 Landsat TM 위성영상을 이용하였다. 분석결과 단양군 지역의 지상부 바이오매스 총 탄소량은 최대 3542768.49tonC에서 최소 3329037.51tonC 사이로 추정되었으나, 계절에 따른 특정 경향은 발견되지 않았다.
Journal of Immersion and Content-Based Language Education
This article explores how pupils in early CLIL (Content and Language Integrated Learning) educati... more This article explores how pupils in early CLIL (Content and Language Integrated Learning) education perceive language skills and use. The participants were 25 French-medium and 16 English-medium CLIL pupils in Grade 2 (aged 8 years). They had received CLIL education since the 1st Grade. The data were visual narratives drawn by the pupils and some associated open-ended questions they answered in writing. The data were analyzed using visual and content analysis. The results show that the pupils’ perceptions of language were a combination of traditional and modern views of language. The pupils compartmentalized the different languages as separate entities. They mostly saw language being used with native speakers. Technological artefacts were absent even though they are an integral part of children’s life in Finland. Also, the pupils considered language being a vehicle for oral communication outside school. The results bear implications for CLIL education and early language teaching in ...
Development of L2 writing: uency and proo ciency This article is about L2 writing and its develop... more Development of L2 writing: uency and proo ciency This article is about L2 writing and its development, and it examines uency in relation to proo ciency. Fluency in L2 writing can be understood in two ways: the uency of the written texts (or the outcome) or the uency of the writing process. Traditionally, uency measures have been based on the former. The uency of the writing process, in contrast, is still an under-researched issue. University students studying English or Swedish as their major subject were asked to write (or type) two texts (a narrative and an argumentative text), and a keystroke-logging programme was used to record the writing process, including pauses and all revisions. The texts produced were assessed for their proo ciency on a standard six-point scale. The uency of the writing process was measured by both traditional (oo ine) and new (on-line) measures. The ndings suggest that uency measures (of both types) correlate with L2 writing proo ciency only to some exten...
Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing ... more Abstract Although word derivational (WD) knowledge, i.e., how new words are formed from existing words with help of derivational affixes, is considered important for learners of second or foreign languages (L2), there is still no clear answer as to what aspects comprise the construct of L2 English word derivational knowledge and how it develops. The present study adds to our knowledge on how the ability to derive English words develops among L2 English learners. More specifically, it sheds light on how word derivational knowledge relates to communicatively defined Common European Framework of Reference (CEFR) language proficiency levels regarding learners' writing skills. In the study, 117 10th grade learners of English in Estonia and Finland were administered two writing tasks as well as nine measures which were hypothesised to tap learners' word derivational knowledge. The findings indicated that the learners' performance on almost all WD measures were significantly and fairly strongly (at .4–0.6 level) correlated with their writing proficiency. The findings also suggest that some aspects of WD ability develop rather steadily between CEFR levels, but others may increase more rapidly after level A2 or B1. These findings thus demonstrate a relationship between word derivational knowledge and language proficiency.
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Papers by Katja Mäntylä