Finnish Preservice Teachers' Understandings of Academic Language in Mathematics Instruction

• In Event: AERA Roundtable Session 13
  In Roundtable Session: STEM Education in a Globalized World: International Perspectives on Critical Teacher Education for Diversity

Abstract

Objectives and theoretical framework
We examine Finnish pre-service primary school teachers’ (N = 92) understandings of academic language related to Mathematics instruction. Language issues are becoming increasingly important in education: OECD studies have shown a significant gap in learning outcomes between immigrant background students and majority language speakers in Finland (OECD, 2019). Further, recent research has shown a gap in teachers’ pedagogical skills and knowledge concerning linguistic diversity in Finland (Author 1 & 2, 2020; Author 1 et al. 2019; Author 2 et al., forthcoming; Author 3 & X, 2020). In order to support both language and content learning, as well as the development of subject specific language, teachers should have specific knowledge concerning language (Carlson et al., 2018; Cummins, 2016; Gibbons, 2015; Lucas & Villegas 2013).

Methods
The data were collected from third year pre-service primary school teachers (N=92) using an instrument originally developed in Germany (Carlson et al., 2018) but accommodated to the Finnish educational context by the first Author and a university teacher in Mathematics. The survey instrument consisted of multiple-choice questions, and close and open questions focusing on 1) the role of language as a medium for interaction and classroom actions, 2) second language learning processes, multilingualism and learners’ linguistic repertoires, and 3) teaching strategies associated with linguistic support. The data were analyzed both qualitatively (thematic content analysis) and quantitatively (frequencies, Chi square, Cramér V and z tests).

Results
The pre-service teachers’ understandings of academic language related to Mathematics instruction are relatively superficial. For example, 59% of the pre-service teachers recognized challenging words from a mathematical problem and some reasons behind the difficulty, but only 27% gave clear justifications for the difficulty, naming e.g., abstract concepts, grammar or vocabulary knowledge. Further, only 51% were able to recognize reasons for differences in multilingual students’ language use compared to native language use, e.g., they were aware of language development, or differences of processes of writing and speaking. Only 28% were able to recognize the connection between mathematical problem-solving and language skills. Even though 67% of the respondents mentioned more than one way to provide linguistic support (e.g., elaborating challenging words or structures, providing visuals), only 44% reported either supporting the development from everyday language to academic language, or elaborating the structure of a word problem and carefully guiding the student. Moreover, only 51% of the pre-service teachers’ responses indicated a clear understanding of the importance and a strong advocacy for using L1s in learning.

Conclusions
Our study indicates that providing the pre-service teachers with research-based practice-oriented instruction for further deepening their knowledge on supporting academic language development in all subjects is required. To promote inclusive education for all learners regardless of their linguistic backgrounds, developing meaningful approaches and methods for teaching both the language of instruction and the subject content is essential. Thus, language-related pedagogical matters should carefully be taken into account in teacher education. Although this study was done in the Finnish context, the knowledge gained can be applied to other contexts too.

Authors

• Jenni Alisaari, University of Turku

• Leena Maria Heikkola, Åbo Akademi University

• Raisa Harju-Autti