Relationship between Finnish Teacher Training and Linguistically and Culturally Responsive Practices in Classrooms.
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Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.
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This thesis examines Finnish teachers' reports on their participation in training related to second
language learning and multicultural education, and how it relates to supporting students in the
classroom through linguistically and culturally responsive practices. It also examines the connection
between teachers' reported practices and their professional status. The teachers' backgrounds,
particularly their prior experience working with linguistically and culturally diverse students (LCDS),
as well as the percentage of LCDS in the class, are investigated since they may have an effect on both
training and linguistically and culturally responsive classroom practices. This study is based on crosssectional data collected from 820 schoolteachers across all Finnish municipalities who responded to an
online survey that was conducted in 2016. The likelihood of teachers supporting students through
linguistically and culturally responsive teaching practices is estimated using logistic regression with
average marginal effects. The findings indicated that teachers who took part in training related to
second language learning and multicultural education are more likely to support students using
linguistically and culturally responsive techniques than teachers who did not take part in either
training. While being an essential component of culturally responsive teaching, utilizing LCDS' home
language in the classroom to support their learning is the technique that Finnish teachers use the least.
Depending on their professional status, the teachers reported varying degrees of linguistically and
culturally responsive practices. However, the amount of LCDS in schools and the teachers'
experiences teaching them had little impact on the relationship between their reported training and
their reported linguistically and culturally responsive practices. The results of this study may
contribute to developing strategies for teacher training programs that focus on second language learning
and multicultural education.
Key words: linguistically and culturally diverse students, language awareness, linguistically
responsive teaching, culturally responsive teaching, teacher education.