In my paper, I will explore how the linguistic diversity in Finland is seen at the moment, who are considered Finnish speaking and what kind of attitudes there are towards Finnish spoken by people with an immigrant background.... [ view full abstract ]
In my paper, I will explore how the linguistic diversity in Finland is seen at the moment, who are considered Finnish speaking and what kind of attitudes there are towards Finnish spoken by people with an immigrant background. The broader aim of my ongoing PhD study is to find the linguistic attitudes in the present situation where the immigrant population in Finland is constantly increasing and immigrants are adjusting in Finland. There is a new language political situation prevailing in Finland and the linguistic community needs to adjust into growing variation in Finnish language use.
This paper deals with a drawing task as an initial material for collecting language ideology data among the two target groups: 11–12 years old primary school pupils in Oulu and Helsinki and teacher trainees in the University of Oulu were asked to draw the Finnish language. Drawing task is a scientific method previously used to study for example teacher identities (Nevgi & Löfström 2014). In my study, the method helps especially the children to focus on an abstract and challenging subject. In the data, I analyze pupils’ and teacher trainees’ regards on Finnish, its speakers and the new forms the language has taken.
My study offers both new sociolinguistic knowledge about the language ideologies in Finnish schools and new perspectives for multilingual and multicultural education. The preliminary analysis shows that in the drawings both pupils and teacher trainees connect Finnish language with national elements such as the country, the flag, and nationality but also with nature and cultural events. Drawing the language lays a ground for conversation, and especially the teacher trainees have conversations about the connection of Finland, being Finnish and speaking Finnish – in a way these three form a combination that is seen as one. Also the topic of speaking Finnish in a “right way” is present.
MÄNTYNEN, ANNE – HALONEN, MIA – PIETIKÄINEN, SARI – SOLIN, ANNA 2012: Kieli-ideologioiden teoriaa ja käytäntöä. – Virittäjä 3/2012 s. 325–348.
NEVGI, ANNE – LÖFSTRÖM, ERIKA 2014: Visualizations as a means for exploring academics’ teacher identities. – International Journal for Academic Development 3/19, s. 174–185.
