Jenni Alisaari
Dados Biográficos
| ID | 6176678 |
|---|---|
| NOME | Jenni Alisaari |
| PRENOMES | Jenni |
| SOBRENOME | Alisaari |
| ASSINATURA | ALISAARI J |
| AFILIAÇÕES | University of Turku |
| ORCID | 0000-0003-4096-1888 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 74 |
| OBRAS COMO AUTOR | 15 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Complex belonging, local concern, voice, and agency
This article develops the concept of civic identity and discusses the implications of a fourfold notion of civic identity and the position of ethnically minoritised youths in civic education. We interviewed 28 ethnically minoritised youths aged 15–19 in Finland and conducted a discursive analysis to determine the kinds of civic identities they had constructed in terms of belonging, concern, voice and agency, and how their minoritised positions pl…
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform
Background In 2016, Finnish core curriculum was revised, and teachers are now required to implement multilingual pedagogies in their classrooms. Objectives This study aims to examine how the national curriculum reform may have influenced teachers’ views on the use of multilingual students’ first languages in the classroom.Methods The data consists of 1855 Finnish teachers’ responses in two surveys, which were gathered in 2016 and 2021. The data i…
Aspects of agency and sense of belonging
Culture’ in Finnish migrant-background youth’s discourses constructing togetherness and distance
Culture' as a construct has a complex role in the position of youth with migration background in Europe. It has been used to stereotyping and othering them, but recognising diverse cultural heritages positively affirms their identities. However, migrant-background youth's discourses concerning culture have not sufficiently been investigated. Based on two interview datasets, we analyse how youth with migration background construct their identities…
“ We thought about it together and the solution came to our minds ”
This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students ( N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how m…
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics
We examined Finnish pre-service primary school teachers' understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice.We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies.Our results indicate that the teacher tra…
Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools
This article considers what students with a migrant background in Finnish comprehensive schools report as difficult, and how they succeed in overcoming these difficulties. We draw on two sets of school wellbeing and learning surveys for migrant students, conducted in 2016 and 2021 in comprehensive schools (grades 1–9) in and around two major cities in Finland. We pay attention to student answers to three questions: What is difficult in school? Ho…
Linguistically responsive teaching
We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlation…
Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries
Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to pe…
Requirements Meet Reality
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Quality content teaching for multilingual students
Teaching immigrant students
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
Teachers’ beliefs related to language choice in immigrant students’ homes
This study investigates how Finnish teachers regard immigrant families’ home language policies. Of the teachers who responded, 53.3% believed it best for parents to speak their first languages at home, and 31.7% believed that both first language and language of instruction should be used at home. A minority of the teachers believed that only Finnish should be spoken at home. The teachers’ justifications for their beliefs reflected Ruiz’s (1984) o…
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Songs and poems in the language classroom
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics
We examined Finnish pre-service primary school teachers' understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice.We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies.Our results indicate that the teacher tra…
Teaching immigrant students
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
Teachers’ beliefs related to language choice in immigrant students’ homes
This study investigates how Finnish teachers regard immigrant families’ home language policies. Of the teachers who responded, 53.3% believed it best for parents to speak their first languages at home, and 31.7% believed that both first language and language of instruction should be used at home. A minority of the teachers believed that only Finnish should be spoken at home. The teachers’ justifications for their beliefs reflected Ruiz’s (1984) o…
Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries
Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to pe…
Requirements Meet Reality
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Aspects of agency and sense of belonging
Quality content teaching for multilingual students
Songs and poems in the language classroom
Songs and poems in the language classroom
Monolingual ideologies confronting multilingual realities. Finnish teachers’ beliefs about linguistic diversity
Teachers’ beliefs related to language choice in immigrant students’ homes
This study investigates how Finnish teachers regard immigrant families’ home language policies. Of the teachers who responded, 53.3% believed it best for parents to speak their first languages at home, and 31.7% believed that both first language and language of instruction should be used at home. A minority of the teachers believed that only Finnish should be spoken at home. The teachers’ justifications for their beliefs reflected Ruiz’s (1984) o…
Migrant-Background Student Experiences of Facing and Overcoming Difficulties in Finnish Comprehensive Schools
This article considers what students with a migrant background in Finnish comprehensive schools report as difficult, and how they succeed in overcoming these difficulties. We draw on two sets of school wellbeing and learning surveys for migrant students, conducted in 2016 and 2021 in comprehensive schools (grades 1–9) in and around two major cities in Finland. We pay attention to student answers to three questions: What is difficult in school? Ho…
Linguistically responsive teaching
We investigated Finnish primary school teachers’ understandings of processes of language learning, their reported linguistically responsive practices, their reported professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible links between the teachers’ background factors and their understandings and reported practices (one-way analysis of variance) and possible correlation…
Language Choices at Home and Their Relationship With Educational Outcomes, With a Special Focus on Children With Origins in Former Yugoslavia and Turkey in Six European Countries
Language has been conceptualized as both a measure as well as a predictor of integration among immigrants and their children. However, the relationship between language spoken at home and different educational outcomes remains poorly understood. Many studies indicate that nurturing students' first languages is positively associated with their learning at school. Other research suggests that one of the reasons why children of immigrants tend to pe…
Requirements Meet Reality
The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the linguistically responsive practices used by teachers are scarce. The frequency with which teachers (N = 820) use 21 linguistically responsive practices was investigated through data that were gathered via an online survey. Based on factor analysis, teachers’ practices formed four categories: identifying language de…
Quality content teaching for multilingual students
Teaching immigrant students
This study analysed Finnish teachers' (N = 820) understandings and attitudes about teaching students from immigrant backgrounds and how these relate to linguistically and culturally responsive education. The data were gathered via an online-survey in 2016. The results indicate that the Finnish teachers surveyed had knowledge about second language acquisition, had positive attitudes towards students' first languages, and had a strong sense of resp…
“ We thought about it together and the solution came to our minds ”
This study examines a learning experiment in which linguistic problem-solving tasks designed to increase students’ (aged 9–13) language awareness through collaborative dialogue were introduced in multilingual primary school classrooms in Finland. The aim was to analyse how the students ( N = 126) reported what was happening during the linguistic problem-solving tasks, drawing on the method of languaging. Additionally, the study investigates how m…
Finnish pre-service teachers’ understandings of the role of language(s) in learning mathematics
We examined Finnish pre-service primary school teachers' understandings of the role of language(s) in learning mathematics and how these understandings developed during a period of teaching practice.We also examined how the participants experienced the usefulness of the ready-made multilingual digital material Binogi and how the teaching practice period influenced their thoughts on multilingual pedagogies.Our results indicate that the teacher tra…
Teachers’ views on students’ multilingual resources - tracking the impact of curriculum reform
Background In 2016, Finnish core curriculum was revised, and teachers are now required to implement multilingual pedagogies in their classrooms. Objectives This study aims to examine how the national curriculum reform may have influenced teachers’ views on the use of multilingual students’ first languages in the classroom.Methods The data consists of 1855 Finnish teachers’ responses in two surveys, which were gathered in 2016 and 2021. The data i…
Aspects of agency and sense of belonging
Culture’ in Finnish migrant-background youth’s discourses constructing togetherness and distance
Culture' as a construct has a complex role in the position of youth with migration background in Europe. It has been used to stereotyping and othering them, but recognising diverse cultural heritages positively affirms their identities. However, migrant-background youth's discourses concerning culture have not sufficiently been investigated. Based on two interview datasets, we analyse how youth with migration background construct their identities…
Complex belonging, local concern, voice, and agency
This article develops the concept of civic identity and discusses the implications of a fourfold notion of civic identity and the position of ethnically minoritised youths in civic education. We interviewed 28 ethnically minoritised youths aged 15–19 in Finland and conducted a discursive analysis to determine the kinds of civic identities they had constructed in terms of belonging, concern, voice and agency, and how their minoritised positions pl…
Psychology (11 obras) · Mathematics education (10 obras) · Multilingual Education and Policy (10 obras) · Pedagogy (10 obras) · EFL/ESL Teaching and Learning (8 obras) · Second Language Learning and Teaching (7 obras) · Sociology (7 obras) · Linguistics (6 obras) · Political science (5 obras) · Computer Science (3 obras)