Katja Mäntylä
Biographic Data
| ID | 6479656 |
|---|---|
| NAME | Katja Mäntylä |
| GIVEN NAMES | Katja |
| FAMILY NAME | Mäntylä |
| SIGNATURE | MÄNTYLÄ K |
| AFFILIATIONS | University of Jyväskylä |
| ORCID | 0000-0002-1813-8329 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Conceptualising transformative language teaching for sustainability and why it is needed
This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We…
‘It has given me this kind of courage…’
This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former Finnish CLIL pupils who retrospectively reflected on their CLIL experiences. The participants had recei…
Word derivational knowledge and writing proficiency
Word derivational knowledge and writing proficiency
‘It has given me this kind of courage…’
This article sets out to broaden the understanding of foreign language self-concept in CLIL context. The few existing studies on self-concept in CLIL have been quantitative and provided somewhat discrepant results, highlighting the need for approaching the topic qualitatively. The data of the present study are in-depth interviews with 24 former Finnish CLIL pupils who retrospectively reflected on their CLIL experiences. The participants had recei…
Conceptualising transformative language teaching for sustainability and why it is needed
This paper defines transformative language teaching for sustainability (TLS) and shows how contemporary, learner-oriented language teaching can foster important competencies and skills needed to reach the goals of education for sustainable development (ESD). The main aim of our approach is to integrate transformation-oriented ESD into language teaching in a way that considers and utilises the special features of language teaching and learning. We…
Mathematics education (3 works) · Psychology (3 works) · Computer Science (2 works) · Foreign language (2 works) · Pedagogy (2 works) · Second Language Acquisition and Learning (2 works) · Second Language Learning and Teaching (2 works) · Sociology (2 works) · Comprehension approach (1 work) · Construct (python library (1 work)