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Tässä tutkimuksessa tarkastellaan Suomeen vastasaapuneiden ukrainalaisten kokemuksia suomen kielen oppimisesta Toisto-tuokioissa. Keräsimme tapaustutkimuksemme aineiston havainnoimalla kahden Toisto-ryhmän toimintaa 10 kuukauden ajan. Toimintaa koskevien muistiinpanojen lisäksi aineistomme koostuu Toisto-tuokioiden videotallenteista sekä osallistujien haastatteluista. Haastattelujen temaattinen analyysi paljasti Toisto-tuokioihin osallistuneiden kokeneen metodin miellyttäväksi ja ilmapiirin hyväksi. Osallistujat kokivat oppineensa hyödyllisiä fraaseja, ja hyväksi koettiin myös puhumisen ja ääntämisen harjoittelu sekä itse toistoon perustuva metodi. Haastavaksi taas koettiin kirjoitetun materiaalin niukkuus sekä se, ettei kielen rakenteita selitetä. Sekä haastattelu- että videoaineistosta ilmeni osallistujien tarve ymmärtää kielen rakenteita syvemmin kuin mihin analysoimattomien konstruktioiden esittelyyn tähtäävä metodi tarjoaa mahdollisuuden. Osallistujat kysyivät itselleen epäselvistä asioista paitsi oppailta myös toisiltaan. Oppailta kysymistä helpottivat oppaiden ja osallistujien yhteiset kielet venäjä ja englanti. "The Toisto-method: Language learning experiences of newly arrived Ukrainians in Finland." This study focuses on how newly arrived Ukrainian refugees to Finland have experienced learning Finnish language with a method called Toisto (’Repetition’). Toisto is a modeling-based method that was developed to enable volunteers to teach the basics of Finnish to newcomers, as linguistic first aid. The Toisto-method is built on the ideas of direct method, communicative teaching, suggestopedic atmosphere, and authenticity in schemata. The method is speech-based, and one does not have to have literacy skills to participate. The case study was conducted by observing two groups for ten months, by interviewing the participants and by videorecording four sessions. All participants were Ukrainian refugees who had an extensive educational background, including learning other languages. In the interviews, the participants reported that they were happy with the sessions, and they found the atmosphere relaxed. They felt that the Toisto-method was novel compared to their previous language learning experiences both in Ukraine and in Finland. The participants reported that the method helped them learn useful phrases for their everyday needs, and they found that the speech-based method was beneficial especially for developing their communicative skills. The participants also recognized that not all their language learning needs were met in Toisto-sessions. The participants reported also wanting to learn how to write Finnish, and they wished to have explicit grammar instruction. Both writing and explicit teaching of grammar are excluded from the method on purpose, and based on the analysis, the expectations of the Ukrainian participants were often different from what the method is set to offer. To better cater for the needs of the participants, the Finnish volunteers had added written modality in the lessons, and they also explained linguistic details when asked. The analysis of the language related questions in Toisto-sessions revealed that instead of focusing on inferring the meanings and structures from the presented materials, the participants asked for translations to Russian and made questions about grammar. These practices had brought the Toisto-sessions closer to more traditional language learning.

While student diversity is increasing, it is crucial for teachers to be aware of how to recognize the importance and potential of the language background and existing skills that their students bring with them. This article presents some research findings and data excerpts on how these are reflected in the learners' opportunities for participation in interaction and various activities in learning communities. The theoretical framework consists of ecological and usage-based approaches that have served as a basis for pedagogies that center multilingual repertoires, language awareness and social interaction at the core of language learning. The perspective adopted in the article is primarily that of individual learners who are learning Finnish as their second language. Some future prospects in the field of language education are also discussed with regard to the increasing student diversity and the need for ensuring equitable language learning opportunities for all. [ABSTRACT FROM AUTHOR]

This study explores the educational and professional trajectories of three skilled migrants in Finland. The aim is to investigate how language-related issues intertwine with the migrants’ individual trajectories to gain a deeper understanding of the kinds of challenges migrants may face in Finnish society. Drawing on the theoretical underpinnings of nexus analysis and the concept of linguistic repertoire, the study focuses on the participants’ lived experiences of language along their trajectories. The longitudinal data, consisting of interviews over the period of 4.5 years, are analysed using the nexus analytic framework. The findings show that although the participants knew English and studied Finnish successfully, their individual lived experiences of language varied, and their non-straight-forward trajectories were shaped by multiple factors. To support migrants’ agency and their possibilities to participate, we thus need more flexible language policies and practices in higher education as well as a more nuanced understanding of linguistic repertoires. [ABSTRACT FROM AUTHOR]

Copyright of AFinLA:n vuosikirja is the property of Suomen Soveltavan Kielitieteen Yhdistys and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article, we focus on the working life training of highly qualified persons with non-Finnish backgrounds from the perspective of communication skills and inclusion experience. In particular, we are interested in both formal and informal inclusion in working life contexts during the working life period. The training period is part of integration training in a Finnish context. Our aim is to identify opportunities to develop the practices of highly educated learners with non-Finnish backgrounds, in terms of language and communication skills development and workplace inclusion. The material consists of the training documentation compiled by the training provider, the ethnographic observation of researchers, and the speaking diaries of two trainees. Our main results show that trainees are able to set goals for their working life training period in many different ways. Language and communication skills develop in real interaction and are an important part of building the experience of inclusion.

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ulkomaalaisen terveydenhoitoalan henkilöstön ammatillinen kielitaito on herättänyt julkista keskustelua Suomessa, mutta alalle kouluttautuvat maahanmuuttajataustaiset opiskelijat kielitaitoineen ovat olleet vasta vain tieteellisen keskustelun kohteena. Tässä artikkelissa tarkastelen, mitä odotuksia Suomessa englanninkielisessä koulutusohjelmassa sairaanhoitajiksi opiskelevilla maahanmuuttajilla on kielitaidostaan ja tulevaisuudestaan ja kuinka odotukset näkyvät motivoituneisuutena työharjoitteluissa. Motivaatiota lähestytään kompleksisena, identiteettiin nivoutuvana ilmiönä, jonka ytimessä on toimijuus. Tutkimus sijoittuu sosiokognitiiviseen viitekehykseen, jossa kieli ja motivaatio nähdään jaettuina, dynaamisina ja tilanteittain varioivina ilmiöinä. Analyysin kohteena ovat neljän opiskelijan suulliset narratiivit ja kuuden työharjoitteluohjaajan haastattelut, joiden tarkastelussa sovelletaan narratiivista analyysia ja dialogista käsitysanalyysia. Tulokset osoittavat, että tulevaisuuden minuuksilla on vaikutus opiskelijan suomen kielen opiskeluun sitoutumiseen, mutta ympäristön oppimismahdollisuudet on myös havaittava ja niihin on päästävä osalliseksi. Työyhteisöltä ja muulta kieliympäristöltä saatu tuki on tärkeää: se lisää toimijuutta ja siten motivaatiota.

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lähivõrdlusi / Lähivertailuja is the property of Eesti Rakenduslingvistika Uhing (ERU) / Estonian Association for Applied Linguistics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)