Jenni Alisaari

Jenni Alisaari
University of Turku | UTU · Department of Sosiology

Doctor of Education

About

25
Publications
4,713
Reads
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137
Citations
Additional affiliations
September 2013 - present
University of Turku
Position
  • PhD Student
Description
  • Pedagogy in teaching Finnish as a second language
August 2013 - present
University of Turku
Position
  • University teacher
August 2007 - July 2013
City of Turku
Position
  • Finnish as a second language teacher
Education
August 1998 - May 2002
University of Turku
Field of study
  • Teacher education

Publications

Publications (25)
Article
In this study, we use PISA 2018 data to analyze (1) how language learning and teaching of intercultural issues are associated with global competences (GC) both in terms of knowledge and skills aspects as well as attitudes towards diversity, (2a) how the teaching of languages and intercultural issues in the school are related to sense of belonging a...
Article
Full-text available
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...
Article
Full-text available
Abstract in Finnish: Tarkastelemme tässä artikkelissa opettajien ja muun opetushenkilöstön (N=596) huolia maahanmuuttotaustaisten oppilaiden oppimisesta ja integraatiosta. Kyselymme vastauksissa nousivat esiin huolet maahanmuuttotaustaisten oppilaiden suomen tai ruotsin kielen taidon riittävyydestä, oppimisen ja kotoutumisen haasteista sekä rakente...
Article
Tässä artikkelissa tarkastelemme opettajien (n = 596) maahanmuuttotaustaisten oppilaiden opetukseen liittyviä huolia. Keskitymme erityisesti opettajien pohdintoihin omasta opettajuudestaan ja yleisesti kouluun liittyviin tekijöihin. Suurimpina huolina opettajien riittämättömyyden tunteessa olivat opettajan oma osaaminen ja opetustaidot, mutta myös...
Article
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 a...
Article
Full-text available
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...
Article
Full-text available
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 learn...
Article
Observations of Pedagogical Excellence of Teaching Across Nations (OPETAN) is a mixed methods observation study of 31 content teachers, most nominated for their excellence in teaching multilingual students in Germany, Finland, the US, and England. The study relied on an observation rubric that operationalizes seven Enduring Principles of Learning g...
Article
Full-text available
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 s...
Article
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 Finnis...
Article
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 pr...
Preprint
Educational disadvantages of children of immigrants have sometimes been linked to speaking a language other than that of school instruction at home. However, thorough investigations of the alleged benefits for immigrant families of adopting the language of the surrounding society are lacking. We used data from a subset of countries in the 2018 Prog...
Article
Full-text available
This study investigated which aspects of working with multilingual students bring joy to Finnish teachers. The data was collected via an online survey from teachers working mainly in basic education in Finland. The teachers (N = 588) reported a positive stance toward multilingual learners. The greatest number of responses (44%) cited students’ intr...
Article
Apples - Journal of Applied Language Studies //// The number of students whose home language is different from the language of instruction is growing everywhere. Learning a new language while simultaneously learning different subjects in that language, is challenging and requires teacher support. However, research has shown that not all teachers...
Chapter
Full-text available
This is an accepted version of a chapter Jenni Alisaari and I wrote for the book "Fluency in L2 learning and use" edited by Pekka Lintunen, Maarit Mutta and Pauliina Peltonen. This preprint is the same text as in the book that came out 31.1.2020. As the book is published only as a paper version, we have decided to share a digital version of this bo...
Article
Full-text available
Culturally and linguistically responsive education takes the learners’ diverse identities and languages into account in many ways. This article explores the orientations that emerge when pre-service and in-service teachers evaluate their preparedness to conduct certain culturally and linguistically responsive practices. Exploratory factor analysis...
Article
This study examined Finnish teachers' (N ¼ 820) beliefs related to multilingualism and teaching multilingual Finnish language learners. Teachers' beliefs were mainly positive. However, teachers did not always consider home languages as learning resources. There were three categories of multilingual ideologies: advocacy for, allowance and denial of...
Article
Recent studies have yielded contradictory results regarding how reading from print or from the screen influences reading comprehension. This study examined 12-year-old students’ (N = 142) reading comprehension using printed text and digital text. The results indicated that performance was similar for printed text and digital text, even when gender,...
Article
Full-text available
The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers...
Article
Full-text available
Fluency is an essential part of a language learner?s skills. Despite various studies on fluency, little is known about the effects of different pedagogical methods on the development of written fluency. In this paper, we examine how different pedagogical methods affect the development of second language learners? written fluency. Participants in th...

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Projects

Projects (6)
Project
DiManDi maps the state of art in linguistically and culturally responsive teaching in the educational system of Finland. In the initial phase of the project, survey data collected in autumn 2021 are analysed with quantitative, qualitative, and comparative methods. The data include 2800 educational professionals working within early childhood education and care (N= 892), basic education (N=959), upper secondary school (N=279) and vocational school (N=670).
Project
We aim to survey Finnish pre-service and in-service teachers' linguistically responsive beliefs and practices, as these are required by the new Finnish core curricula (2014, 2015). The aim is to improve and develop teacher training and professional development offered to teachers.
Project
Our aim to investigate how songs can be used to enhance second language learning and teaching.