Project-based learning in the Chinese heritage language course/class in Finnish comprehensive education

This is a sel -a chi ed e sion o an o iginal a icle. This e sion may di e om he o iginal in pagina ion and ypog aphic de ails. Au ho (s): Ti le: Yea : Ve sion: Copy igh : Righ s: Righ s u l: Please ci e he o iginal e sion: CC BY 4.0 h ps://c ea i ecommons.o g/licenses/by/4.0/ P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion © Au ho 2023 Published e sion Qin, Paiwei Qin, P. (2023). P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion. Kieli, koulu us ja yh eiskun a, 14(2). h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec - based-lea ning-in- he-chinese-he i age-language-cou se-class-in- innish-comp ehensi e- educa ion 2023 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 1/7 (h ps://www.kieli e kos o.fi/fi) P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion Wi h he end o global mobili y and immig a ion, he Finnish go e nmen has been p omo ing in eg a ion and mul icul u ali y since 1990. Acco ding o he Finnish Na ional Agency o Educa ion (FNAE), He i age Language (oma äidinkieli) lessons aim o p o ec and de elop immig an s uden s’ compe encies in hei he i age languages and cul u es. This a icle sha es a pilo 4-week PBL (P ojec -based Lea ning) module o a g oup o ad anced Chinese language lea ne s. I discusses he oppo uni ies and challenges du ing he PBL and sugges s possible imp o emen s. Julkais u: 22. maaliskuu a 2023 | Ki joi anu : Paiwei Qin In oduc ion In his a icle, I a emp o sha e my eflec ion on my ecen eaching p ac icum – P ojec -Based Lea ning (PBL) – in a g oup o Chinese he i age language lea ne s in Cen al Finland. Wi h he end o global mobili y and immig a ion, He i age Language (HL) (oma äidinkieli) educa ion is a g owing phenomenon in Finland. Acco ding o he la es s a is ics, he eaching was gi en in 58 di e en language by Finnish local educa ion p o ide s ( ee o cha ge), and he o al numbe o en olled pupils was abou 22,000 in 2021 (FNAE, 2022). In Finland, HL ins uc ion usually s a s om 7-yea -old o 16-yea -old, co e ing all g ades in basic educa ion, and i s undamen al goal is o main ain and de elop pupils’ mo he ongues (Jy äskylän kaupunki, n.d.). In ecen yea s, many s udies on HL educa ion ha e d awn special a en ion o he pedagogical pe spec i e. Fo ins ance, Bä lund and Kauppinen (2017) in es iga ed he c ea ion o au hen ic language lea ning ma e ials ia Ac i e Lib a y and an online coope a i e lea ning o um. They analysed he c ea ed li e a u e ma e ials and ansc ip s o 10 pupil pa icipan s in Ge man and Russian HL g oups. The esul s show ha al hough he assignmen s associa ed wi h child en's 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 2/7 li e a u e in each HL aise pupils’ language awa eness, he p ojec is no as e ec i e as esea che s expec ed o acili a e pupils’ au onomy and acquisi ion o HL. (Bä lund & Kauppinen, 2017.) Ano he s udy in es iga es he iden i y cons uc ion o Chinese HL lea ne s h ough pho og aphy p ojec -based lea ning (Li, 2019). She de eloped a p ojec ha equi es he Chinese HL pupils o collec , p oduce, and epo mul imodal sou ces ha could illus a e how Chinese and Finnish a e p esen in hei li e. The findings sugges ha he pho og aphy p ojec is a pupil- iendly app oach o encou age he HL lea ne s o eflec on hei bilingual expe iences since he mul imodal sou ces enable he pupils wi h di e en le els o HL p oficiency o exp ess hemsel es and see he di e se o ms o connec ions be ween HL and Finnish. (Li, 2019.) Bo h s udies ha e examined he inno a i e pedagogical app oaches (i.e., in oducing au hen ic li e a u e and he pho og aphy p ojec ) o each HL, which has pa ed he way o me o concei e my eaching p ac icum. PBL module design and implemen a ion PBL is a s uden -cen ed and eache - acili a ed lea ning app oach ha can de elop lea ning in e es s and p ac ical skills h ough ac i ely engaging in p oblem-sol ing and knowledge- building (Bell, 2010; Koko saki e al., 2016). In con as o he adi ional didac ic app oach, pupils a e he p incipal ac o s in PBL, and hei lea ning p ocess consis s o inqui ies design, esea ch plan and managemen , implemen a ion, epo , and eflec ion (Bell, 2010). Acco ding o lea ning ou comes in Na ional Cu iculum o he i age language eaching (7–9 g ades) (Jy äskylän kaupunki, n.d.), he e a e fi e educa ional asks associa ed wi h di e se o ms o HL: p ocess and p oduc ion, HL cul u al compe ence, ans e able acqui ed linguis ic skills in o di e en subjec lea ning, ad anced language lea ning s a egies, and s udy mo i a ion. In esponse o hese desc ibed lea ning ou comes, he pilo PBL s udy has he po en ial o acili a e he pupils o explo e he opic – school li e – closely ela ed o hei e e yday li es, de elop hei HL compe ence in all ypes o language skills, and inc ease hei unde s anding o a ge cul u e (in an aspec o educa ion). Also, one p ominen ea u e o PBL is eamwo k, which can o m a collabo a i e lea ning a mosphe e (pee -sca olding) and imp o e eamwo k skills in HL class. The idea o his PBL opic came om a ques ion aised by one o he pupils in he a ge g oup, ha is, “how does he daily schedule look like in Chinese schools?”. I could no answe his ques ion in he fi s place because I ha e le p ima y and middle schools a long ime ago, and he si ua ion a ies om egion o egion in China. Gi en my wo k na u e as an in-se ice HL eache and doc o al esea che in bi/mul ilingualism, I de eloped his ques ion in o his PBL pilo s udy (“校园一周One week in schools”). This PBL s udy aims o de elop pupils’ mul ilingual compe ence, os e hei unde s anding o educa ional cul u e in Finland and Chinese con ex s, and cul i a e hei esea ch skills (e.g., collec ing and p oducing in o ma ion and p oblem- sol ing). [1] 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 3/7 The a ge g oup o 6 pupils we e 4, 5, 7 and 9 g ade s, who ha e s udied Chinese o yea s. Mos o hem ha e in e media e- o-ad anced le els o speaking and lis ening. A he same ime, hei li e acy skills a e a ied, so one o hei p ima y lea ning goals is o imp o e li e acy compe ence. Gi en he ea u e o mixed le els/g ades in his HL g oup, PBL can boos he me i o pee suppo by pai ing he di e en -le el achie e s in mini- eams. Table 1 shows he PBL module schedule and con en week-by-week .  Table 1. PBL module schedule (Ma ch – Ap il 2022)  In Week 1, alongside he in oduc ion o he PBL module, I o ien ed he pupils o he opic by posing gene al ques ions (e.g., “How is you school li e in Finland?" and "Wha do you know abou school li e in China?”) o he g oup. These ques ions acili a e he pupils o b ains o m hei ini ial esea ch in e es s and pai hemsel es acco ding o simila sub- opics. Howe e , since wo pupils we e absen , only ou pupils pa icipa ed in Week 1 ac i i y. Ha ing discussed hei ini ial in e es s, wo boys (Pupil A and Pupil B) decided o wo k as a pai , while he o he wo gi ls (Pupil C and Pupil D) p e e ed wo king indi idually in he ollowing h ee weeks. Table 2 illus a es pupils’ pai /indi idual mic o p ojec s.  Table 2. Pupils’ mic o p ojec s [2] 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 4/7  In Week 2, I in oduced he p ocess and elemen s o he esea ch plan by using a esea ch plan empla e (e.g., i le, esea ch ques ions, me hods o collec in o ma ion/ma e ials, expec ed esul s, and means o p esen a ion/ epo ). Then, he pupils designed and w o e up hei plans acco dingly, wi h he eache ’s guidance and language suppo . The homewo k o Week 2 was o collec he needed in o ma ion/ma e ials o answe hei p oposed ques ions. In Week 3, pupils we e expec ed o b ing he collec ed da a and conduc analysis in g oups, as he homewo k ins uc ion equi ed (e.g., o collec hei own school ime ables and ime able used in Chinese schools, o o ask Finnish classma es and iends in China abou hei school meals). Howe e , no e e yone b ough he da a hey planned o ha e in he las week. The e o e, I comp ised he scheduled lea ning asks by di e en ia ing my ins uc ions o he p og ess o di e en mic o p ojec s. Ne e heless, all pupils in he lesson we e able o ge hands-on expe ience in analysing hei a ailable in o ma ion/ma e ials and p omised o ga he and analyse missing ma e ial be o e he final week. In Week 4, pupils we e expec ed o finalise hei d a s and p esen hei mic o-p ojec s; ye he pupils we e a a di e en pace o hei p ojec esea ch owing o he ask delay o las week. Hence, I di e en ia ed my ins uc ion and sca olded he pupils whose p og ess was behind. Tha lesson ime was beyond schedule. Ano he unexpec ed p oblem occu ed – he p ojec o did no wo k when he pupils we e eady o p esen . Hence, we had o pos pone he p esen a ion and eflec ion pa o an ex a week (Week 5). As illus a ed in Table 2, he pupils p esen ed hei mic o-p ojec s one by one and o he pupils we e encou aged o ask ques ions o add commen s. Finally, I guided hem o do o al sel - eflec ion on hei pe o mance in his PBL s udy ac i i y. 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 5/7 Teache ’s e lec ion Ha ing e iewed he pilo implemen a ion, I would like o sel - eflec on some elemen s o eache suppo in his PBL s udy. Fi s , he main ins uc ional language was Chinese, while o he languages (e.g., English and Finnish) we e used in he pupils’ lea ning p ocess simul aneously since his PBL s udy encou ages he pupils o explo e school li es in c oss-na ional con ex s. The e o e, pupils made sense o hei school li es by exe cising hei mul ilingual skills in p ocessing and p oducing in o ma ion. Tha mi o s he pedagogical unc ion o anslanguaging (Ga cía & Li, 2014), which encou ages lea ne s o c ea i ely and c i ically deploy hei en i e linguis ic epe oi e o meaning-making in communica ion and collabo a ion. Howe e , al hough I p o ided language suppo o some complex Chinese ph ases/wo ds (e.g., explaining and w i ing down co esponding Chinese-English wo ds ei he o ally o on whi eboa d/pape wi h Pinyin phone ic ma ks), some pupils ound i challenging o unde s and he esea ch- ela ed ocabula y and ph ase hei Chinese sen ences in a o mal gen e. The e o e, i is ecommended ha eache s p epa e a lis o ocabula y used in esea ch gen es and school li es. In addi ion, i is also essen ial o eache s o ins uc how o use he ocabula y lis and supe ise pupils o acqui e hose wo ds. O he wise, hose ocabula y lis s and w i en ma e ials will be in ain, especially o demo i a ed pupils. Second, since he lea ning ac i i y o PBL includes p esen a ion, i is sugges ed o each pupils how o deli e and beha e du ing p esen a ions, such as a public speaking, ICT skills, and ou ines o lis ene s, because his se o skills is c ucial o pupils o pa icipa e in he socie y o he 21s cen u y (Ananiadou & Cla o, 2009). In pupil sel - eflec ions, p esen a ion deli e y is one o he equen ly occu ing opics. Fo example, one pupil said ha she would adjus he on s and o ma o he p esen ing ma e ials o make he audience ead hem easily. Unlike adul lea ne s, pupils a e no necessa ily amilia wi h ICT ools o p esen a ion. The e o e, eache s should in en ionally demons a e wha ICT cus oms a e and how o use ools in hei subjec s. Finally, i is o en deba able how o g oup pupils. In his PBL s udy, due o he limi ed numbe o pupils, only one pai wo ked oge he , and o he s esea ched hei opic indi idually. Al hough I ha e encou aged hem o wo k in pai s ha mix di e en -le el achie e s, he pupils did no seem in e es ed in such pai ing. The e o e, his PBL s udy ailed o boos pupils’ agency in eamwo k. Al hough i is c ucial o eache s o espec pupils' choice o pai ing/g ouping, eache s could di e si y class oom ac i i ies o inc ease in e -g oup/pe sonal in e ac ion and de elop hei eamwo k skills, such as swi ching he ( eam) membe s be ween g oups/mic o-p ojec s o sha e hei own p ocesses. Fu he mo e, one pu pose o his pilo design is o c ea e an oppo uni y o pupils o communica e wi h hei Chinese pee s by asking abou and sha ing each o he ’s school li es; he eby, hey could use hei Chinese language skills o explo e and inc ease c oss-cul u al knowledge. Howe e , mos pupils epo ed ha hey did no ha e di ec con ac wi h pupils in China, so hey chose o use second-hand da a. The e o e, one possible solu ion is ha eache s could p epa e po en ial con ac s o school pupils in China i any HL lea ne would like o ca y ou pee communica ion. 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 6/7 In sho , his pilo s udy applied PBL pedagogy in a g oup o ad anced Chinese HL pupils in a Finnish comp ehensi e school. In his p ojec , pupils, as esea che s, conduc ed hei own mic o- p ojec s o explo e school li es in Finnish schools and Chinese schools. Pa s o he lea ning goals we e achie ed alongside pedagogical implica ions, while some possible imp o emen s ha e been lis ed in his a icle.  [1] Due o mos o he pupils a e 7-9 g ade s in he a ge g oup, I e iewed and e e ed he Na ional Cu iculum o 7-9 g ades. [2] The weekly in-class lea ning was 1.5 hou s in o al. I di ided in o 2 sessions (45-50 mins/session) and used he fi s session o his pilo BPL module.  Paiwei Qin is a doc o al esea che a Cen e o Applied Language S udies, Uni e si y o Jy äskylä. She wo ked as Chinese he i age language eache in Finland om 2019 o 2022.  Abs ac in Chinese 随着全球化和人口流动潮，芬兰政府自1990年来逐步增强对移民融入与文化多元议题的关注。当 前，芬兰各地政府依照其教育部的规定，为适龄学生（一般为七至十六岁）免费提供继承语 （oma äidinkieli）课程，以保护和发展移民新一代的自身语言与文化。本文基于一位中文继承语 教师的教学实践经历，探讨项目式学习（P ojec -Based Lea ning）在芬兰继承语课程中的试应 用。在教师的指导下，六名混年龄组学生们（四至九年级）以芬兰和中国校园生活为话题，进行 了为期四周的项目式探究学习，即提出问题、设计探究方案、收集信息和素材、分析整理、分享 发现。该项目旨在提高学生多语能力，增进他们对芬中教育文化的了解，以及培养其探究学习技 能。通过观察课堂和分析教学录像，本文从教师角度反思该教学实践中产生影响与挑战，并提出 相关教学改进建议。  Re e ences Ananiadou, K., & Cla o, M. (2009). 21s cen u y skills and compe ences o new millennium lea ne s in OECD coun ies. In OECD Educa ion Wo king Pape s (Issue 41). h p://dx.doi.o g/10.1787/218525261154 (h p://dx.doi.o g/10.1787/218525261154) Bä lund, P., & Kauppinen, M. (2017). Teaching he i age Ge man and Russian h ough au hen ic ma e ial in Jy äskylä, Finland: A mul iple case s udy design. L1 Educa ional S udies in Language and Li e a u e, 17(Special issue), 1–23. h ps://doi.o g/10.17239/L1ESLL-2017.17.03.05 (h ps://doi.o g/10.17239/L1ESLL-2017.17.03.05) 27.3.2023 12.02 P ojec -based lea ning in he Chinese he i age language cou se/class in Finnish comp ehensi e educa ion — Suomi h ps://www.kieli e kos o. i/ i/jou nals/kieli-koulu us-ja-yh eiskun a-maaliskuu-2023/p ojec -based-lea ning-in- he-chinese-he i age-language-cou s… 7/7 Bell, S. (2010). P ojec -based lea ning o he 21s cen u y: Skills o he u u e. The Clea ing House: A Jou nal o Educa ional S a egies, Issues and Ideas, 83(2), 39–43. h ps://doi.o g/10.1080/00098650903505415 (h ps://doi.o g/10.1080/00098650903505415) FNAE (Finnish Na ional Agency o Educa ion). (2022). Omana äidinkielenä ope e u kiele ja ope ukseen osallis uneiden mää ä uonna 2021. h ps://www.oph.fi/si es/de aul /files/documen s/Omana%20%C3%A4idinkielen%C3%A4%20ope e u %20kiele %20ja%20ope ukseen%20osallis uneiden%20m%C3%A4%C3%A4 %C3%A4 %20 u onna%202021_1.pd (h ps://www.oph.fi/si es/de aul /files/documen s/Omana%20%C3%A4idinkielen%C3%A4%20op e e u %20kiele %20ja%20ope ukseen%20osallis uneiden%20m%C3%A4%C3%A4 %C3%A4 %20 uonna%202021_1.pd ) Ga cía, O., & Li, W. (2014). T anslanguaging: Language, bilingualism and educa ion. Palg a e Macmillan. Jy äskylän kaupunki. (n.d.). Pe usope us a äyden ä än oppilaan oman äidinkielen ope uksen a oi ee , sisällö ja oppilaan oppimisen a ioin i. Re ie ed Oc obe 26, 2022, om h ps://peda.ne /ope ussuunni elma/ksops/jy askyla/lii ee /omaaidinkieli (h ps://peda.ne /ope ussuunni elma/ksops/jy askyla/lii ee /omaaidinkieli) Koko saki, D., Menzies, V., & Wiggins, A. (2016). P ojec -based lea ning: A e iew o he li e a u e. 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