Kaisa Hahl
Biographic Data
| ID | 6521815 |
|---|---|
| NAME | Kaisa Hahl |
| GIVEN NAMES | Kaisa |
| FAMILY NAME | Hahl |
| SIGNATURE | HAHL K |
| AFFILIATIONS | University of Helsinki |
| ORCID | 0000-0002-8703-4558 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Teachers’ perceptions of multilingual and language-aware practices in foreign language education in Finland
This study examines teachers’ perceptions of multilingual and language-aware practices in foreign language education in Finland. The Finnish national core curricula at various educational levels recognise the vital role of multilingual and language-aware pedagogical approaches in advancing social justice by promoting equal learning opportunities for all students, and enhancing versatile language skills that are essential for communication in a gl…
Justifying the position and implementation of English language education in Finland
This paper addresses 'distractions' in the way English language education is discussed and practiced in one of the most debated systems of education in the world today: Finnish primary education. Distractions are considered as 'makers of disturbance' in educational ideologies by the authors. Examining the 2014 National Core Curriculum and positionings in relation to languages available in schools through an inductive textual as well as a dialogic…
Conceptualizing interculturality in multicultural teacher education
This study examined student teachers’ and teacher educators’ discourses about multiculturalism in an international English-medium teacher education programme in Finland. An analysis with discursive pragmatics of semi-structured interviews revealed four positioning strategies for initial responses to multiculturalism: stereotyping and othering, distancing oneself, verbalizing experiences and downplaying multiculturalism. Although the same strategi…
Accommodating to E nglish‐medium instruction in teacher education in F inland
This study analyses teacher educators' and student teachers' perceptions of teaching and learning situations in an international E nglish as a lingua franca ( ELF ) context in an E nglish‐medium instruction ( EMI ) teacher education programme in F inland. The analysis of semi‐structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became…
Conceptualizing interculturality in multicultural teacher education
This study examined student teachers’ and teacher educators’ discourses about multiculturalism in an international English-medium teacher education programme in Finland. An analysis with discursive pragmatics of semi-structured interviews revealed four positioning strategies for initial responses to multiculturalism: stereotyping and othering, distancing oneself, verbalizing experiences and downplaying multiculturalism. Although the same strategi…
Accommodating to E nglish‐medium instruction in teacher education in F inland
This study analyses teacher educators' and student teachers' perceptions of teaching and learning situations in an international E nglish as a lingua franca ( ELF ) context in an E nglish‐medium instruction ( EMI ) teacher education programme in F inland. The analysis of semi‐structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became…
Accommodating to E nglish‐medium instruction in teacher education in F inland
This study analyses teacher educators' and student teachers' perceptions of teaching and learning situations in an international E nglish as a lingua franca ( ELF ) context in an E nglish‐medium instruction ( EMI ) teacher education programme in F inland. The analysis of semi‐structured interviews revealed that the participants perceived a partial reversal of traditional teacher and student roles; students assisted voluntarily and teaching became…
Conceptualizing interculturality in multicultural teacher education
This study examined student teachers’ and teacher educators’ discourses about multiculturalism in an international English-medium teacher education programme in Finland. An analysis with discursive pragmatics of semi-structured interviews revealed four positioning strategies for initial responses to multiculturalism: stereotyping and othering, distancing oneself, verbalizing experiences and downplaying multiculturalism. Although the same strategi…
Justifying the position and implementation of English language education in Finland
This paper addresses 'distractions' in the way English language education is discussed and practiced in one of the most debated systems of education in the world today: Finnish primary education. Distractions are considered as 'makers of disturbance' in educational ideologies by the authors. Examining the 2014 National Core Curriculum and positionings in relation to languages available in schools through an inductive textual as well as a dialogic…
Teachers’ perceptions of multilingual and language-aware practices in foreign language education in Finland
This study examines teachers’ perceptions of multilingual and language-aware practices in foreign language education in Finland. The Finnish national core curricula at various educational levels recognise the vital role of multilingual and language-aware pedagogical approaches in advancing social justice by promoting equal learning opportunities for all students, and enhancing versatile language skills that are essential for communication in a gl…
EFL/ESL Teaching and Learning (3 works) · Multilingual Education and Policy (3 works) · Second Language Learning and Teaching (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Perception (2 works) · Political science (2 works) · Psychology (2 works) · Sociology (2 works) · Teacher education (2 works)