Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland

Kaisa Hahl; Maija Pietarila

Vol. 13 No. 5 (2021) IEJEE

Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland

Kaisa Hahl
Maija Pietarila

Published July 14, 2021 | Pages: 713-725 | Views: 696

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Abstract

The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers’ conceptions of the skills and qualities, including the required language skills, that are important for a teacher in early language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early language teachers have inspiration for the job and are able to inspire learners. They also considered it important that teachers focus on the learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.

<p>The shift to an earlier start in foreign language teaching in Finland took place nationwide in 2020. Both class teachers and subject teachers faced a new situation. They would be teaching children younger than before, or they would be teaching a completely new subject for them. This article examines teachers’ conceptions of the skills and qualities, including the required language skills, that are important for a teacher in early language teaching. The data for this study were gathered through essays that teachers (n=44, subject teachers, class teachers, and double qualified teachers) turned in as tasks during an in-service teacher training for early teaching of foreign languages. The essays were analyzed with content analysis. The findings show that teachers found it the most essential that early language teachers have inspiration for the job and are able to inspire learners. They also considered it important that teachers focus on the learners and the learning environment, as well as have skills for early years pedagogy. The teachers did not consider foreign language education or language skills as important as the other skills but yet wished for teachers to be able to communicate in the target language in the class.</p>

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Keywords

early language teaching, class teachers, subject teachers, Finland

Affiliations

Kaisa Hahl

University of Helsinki

Maija Pietarila

University of Helsinki

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How to Cite

Hahl, K., & Pietarila, M. (2021). Class Teachers, Subject Teachers and Double Qualified: Conceptions of Teachers’ Skills in Early Foreign Language Learning in Finland. International Electronic Journal of Elementary Education, 13(5), 713–725. Retrieved from https://iejee.com/index.php/IEJEE/article/view/1551

Author Biography

Kaisa Hahl

Kaisa Hahl, PhD (education), is a University Lecturer in Foreign Language Education and a teacher educator at the Faculty of Educational Sciences, University of Helsinki in Finland. She is also the responsible person for subject teacher education in the faculty. Hahl’s research interests focus on foreign language teaching, intercultural education, and teacher development. She is currently a leader in a project that develops early foreign language teaching through in-service training. Hahl has also been involved for many years in several international teacher education development projects.

Maija Pietarila

Maija Pietarila, MA (Nordic Philology), is a qualified teacher of Swedish and English. She is currently working as a technical assistant at the Faculty of Educational Sciences, University of Helsinki in Finland, in a project that develops early foreign language teaching. She is also involved in an international project on coherence in teacher education.