Student teachers and their identity construction and awareness of multilingualism : re-visiting three studies

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-NC-ND 4.0 h ps://c ea i ecommons.o g/licenses/by-nc-nd/4.0/ S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism : e- isi ing h ee s udies © 2019 SEDLL. Published e sion Kalaja, Paula Kalaja, P. (2019). S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism : e- isi ing h ee s udies. Lenguaje y ex os, 49, 67-84. h ps://doi.o g/10.4995/ly .2019.11470 2019 | 67 TO CITE THIS ARTICLE: KALAJA, P. (2019). S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee s udies. Lenguaje y ex os, 49, 67-84. h ps://doi.o g/10.4995/ly .2019.11470 Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee s udies Paula Kalaja | Uni e si y o Jy äskylä (Finland) ch is ian.helmchen@uni-hambu g.de This a icle e- isi s h ee s udies ha o iginally ocused on belie s abou second language (L2) lea ning and eaching held by s uden eache s. The s udies ha e been conduc ed in he same educa ional con ex ( ha is, a a Finnish uni e si y). The pa icipan s in he s udies a e majo s o mino s in English, Swedish, Ge man, e c., and hey ange om i s -yea s uden s o i h-yea s uden s abou o g adua e as quali ied L2 eache s. Da a ha e been collec ed by a a ie y o means o e he pas ew yea s (ques ionnai es, sen ence-comple- ion asks, d awings), and pa ly longi udinally. The pools o da a ( e bal and isual) will be e-analysed om he pe spec i e o iden i y cons uc ion and awa eness o aspec s o mul ilingualism and indings c i - ically e-e alua ed. Key wo ds: iden i y, mul ilingualism, s uden eache s, longi udinal, isual na a i es. La cons ucción de la iden idad y la oma de conciencia sob e el mul ilingüismo de los docen es en o mación: e isión de es es udios Es e a ículo e isa es es udios que o iginalmen e se cen a on en las c eencias que ienen los u u os do- cen es sob e el ap endizaje y la enseñanza de una segunda lengua (L2). Los es udios se han ealizado en el mismo con ex o educa i o (es deci , en una uni e sidad inlandesa). Los pa icipan es en los es udios son es udian es de p og amas de especialización, o de op a i idad, en inglés, sueco, alemán, e c., y an desde es udian es de p ime o has a es udian es de quin o año, a pun o de g adua se como p o eso es de L2 cual- i icados. Los da os se han ecopilado en los úl imos años, u ilizando di e sos ins umen os (cues iona ios, a eas pa a comple a ases, dibujos) y, en pa e, de mane a longi udinal. Los da os ( e bales y isuales) se ol e án a analiza desde la pe spec i a de la cons ucción de la iden idad y de la oma de conciencia en elación con aspec os del mul ilingüismo, y los esul ados se ee alua án de mane a c í ica. Palab as cla e: iden idad, mul ilingüismo, docen es en o mación inicial, longi udinal, na a i as, isuales.. Kalaja, P.68 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 In oduc ion This a icle e- isi s h ee closely ela ed s udies conduc ed (mos ly) wi h s uden s o English, s udying on he same i e-yea MA p og amme a a Finnish uni e si y and e en ually g adua ing as quali ied each- e s, and c i ically econside s hei indings om a new pe spec i e, i.e., ha o iden i y cons uc ion and becoming mul ilingual. To s a wi h, o he pu poses o his a icle, wo key e ms need elabo a ing: iden i ies and mul ilingualism. Fi s ly, in his con ex , iden i y wo k is done by he pa icipan s in he h ee s ud- ies, i.e., wha sense hey make o hem- sel es as second-language (L2) s uden s and u u e eache s. Impo an ly, hei iden i ies a e closely ela ed o he belie s hey hold abou aspec s o L2 lea ning and eaching (which he s udies o be e-exam- ined we e mainly abou ). Recen ly, a de i- ni ion o L2 eache iden i y was p oposed by Ba khuizen (2017), based on a e iew o some 40 chap e s on he opic as pa o a book ha he had edi ed. The de ini ion can easily be ex ended o apply o L2 lea ne s, as ollows: … iden i ies a e cogni i e, social, emo ion- al, ideological and his o ical – hey a e bo h inside he eache /lea ne and ou side in he social, ma e ial and echnological wo ld. L2 eache /lea ne iden i ies a e being and doing, eeling and imagining, and s o ying. They a e s uggle and ha mony: hey a e con es ed and esis ed, by sel and o he s, and hey a e also accep ed, acknowledged and alued, by sel and o he s. They a e co e and pe iphe al, pe sonal and p o essional, hey a e dynamic, mul iple, and hyb id, and hey a e o eg ounded and backg ound- ed. And eache /lea ne iden i ies change, sho - e m, and o e ime – discu si ely in social in e ac ion wi h eache educa o s, lea ne s, eache s, adminis a o s and he wide communi y, and in ma e ial in e - ac ion wi h spaces, places and objec s in class ooms, ins i u ions and online (adap ed om Ba khuizen, 2017, p.4). This de ini ion is indeed a e y com- p ehensi e one, and i is clea ha no sin- gle s udy could possibly add ess all o i s aspec s. To de ine he o he key e m1, we can s a by compa ing mul ilinguals wi h monolinguals. T adi ionally, monolinguals we e hough o be speake s o a i s lan- guage (L1) o na i e speake s, and hey we e assumed, i s ly, o ha e acqui ed he L1 om bi h, and secondly, o ha e ull compe ence in he language (O ega, 2014). In con as , mul ilinguals we e no only speake s o an L1 bu also use s o one o mo e addi ional languages (labelled as L2, L3, e c.), ha ing lea n hese a a la e s age in hei li es, and hey we e no ex- pec ed o a ain ull compe ence in any o hese. In addi ion, as non-na i e speake s, hey we e conside ed o be ‘less han’ na- i e o L1 speake s, and as lea ne s o be de ici : hei compe ence in any addi ional language would always be lacking in some espec s. I was ypical o mul ilinguals o eso o code-swi ching and -mixing, nei he o which was, howe e , iewed in e y posi i e e ms, and so needed o be a oided. I is only g adually being acknowl- edged ha i is, in ac , mul ilinguals ha 1 Ano he se o e ms has been ad oca ed, e.g., by he Council o Eu ope (2001, 2007), including plu ilingualism, plu icul u alism and plu ilingual compe ence. Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] | 69 ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 o m he majo i y o people in he wo ld, no monolinguals. Thus, some o he adi ional as- sump ions ha e been challenged (e.g., O ega, 2014), including he monolingual bias – wi h i s wo assump ions discussed abo e. Besides, mul ilinguals a e iewed o be ‘ a he mo e han less’ compa ed wi h monolinguals o na i e speake s. In ac , i is a gued ha hey should no be compa ed wi h hese a all, bu wi h o he mul ilinguals o ensu e ai e compa isons. Mul ilinguals a e now iewed o be indi- iduals ha do anslanguaging (O heguy, Ga cia, & Reid, 2015). They ha e a epe oi e o linguis ic (and o he semio ic) esou ces, and so hey can d aw on hei knowledge in any language hey happen o know, de- pending on he si ua ion. Thei aim is in ac o a ain mul icompe ence, o iginally used by Cook (1992), o knowledge in mo e han one language bu o di e en deg ees, and o lea n o app ecia e his cons an ly e ol - ing and unique compe ence o hei s. In addi ion, becoming o being mul- ilingual can be looked a om wo pe - spec i es (O heguy e al., 2015). F om he pe spec i e o ou side s, he languages o a mul ilingual a e iewed as sepa a e and ixed en i ies and associa ed wi h na ion s a es. In con as , om he pe spec i e o inside s, he languages o a mul ilingual a e assumed o o m one single en i y in his o he mind, aspec s o which he o she can d aw on selec i ely om one si ua ion o ano he . Finally, i is claimed ha he e a e wo app oaches o mul ilingualism (e.g., K amsch, 2009). The objec i e app oach ocuses on igu ing ou he mechanisms inside a mul ilingual’s mind and acing de- elopmen s in his o he knowledge o any language (and possible s ages in he p o- cess) in e ms o mas e y o a language as a sys em (e.g., g amma and lexicon), o in e ms o an abili y o communica e o in e - ac wi h o he s in he language. The subjec- i e app oach, in con as , a emp s o ind ou how a mul ilingual him- o he sel eels abou becoming o being mul ilingual, o wha he di e en languages and hei use mean o him o he pe sonally. The h ee s udies o be e-examined app oach iden i ies (as well as belie s) as discu si ely and/o mul imodally con- s uc ed on speci ic occasions and mul i- lingualism as subjec i ely expe ienced, o as li ed, and bo h pa ly longi udinally.2 In he ollowing, S udies 1–3 a e i s con ex- ualised, hen summa ised, and inally he indings a e discussed om he new pe - spec i e o iden i ies and mul ilingualism. Con ex ualising he h ee s udies The eaching o L2s in Finland is guided by a numbe o documen s: Eu opean, na- ional and local. In he pas decade, he na- ional co e cu iculums o Basic Educa ion o G ades 1–9 (Finnish Na ional Boa d o Educa ion, 2003, 2014) and o uppe sec- onda y schools o G ades 10–12 (Finnish Na ional Boa d o Educa ion, 2004, 2015) ha e been e ised wice. In e es ingly, he h ee main aims ha e been e e sed in hei o de (o impo ance), and hei emphasis and scope e ised (Table 1). 2 When summa ising he indings he e minology is ha ci ed in o icial guidelines/documen s o he ime o as used by he pa icipan s. So e ms, such as i s language (L1), second language (L2), o eign language, and mo he ongue, a e used ins ead o addi ional languages, o example. Kalaja, P.70 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 Now he i s aim in eaching English (and o he o eign languages) is o inc ease lea ne s’ language awa eness in gene al, and hei app ecia ion o mul ilingualism and mul icul u alism, in pa icula . The sec- ond aim is o p o ide lea ne s wi h p ac ice in lea ning- o-lea n skills, including lea n- ing s a egies. The hi d aim is o de elop hei p o iciency in English in h ee abili ies, i.e., in he abili y o in e ac , in e p e , and/ o p oduce ex s in di e en modes. Also, o he i s ime, i is acknowledged ha he s a us o English is di e en om ha o o he o eign languages in he coun y: English is conside ed a lingua anca o a global language. As a esul , compa ed wi h lea ne s o o he o eign languages, lea n- e s o English a e expec ed o each highe le els in any abili y on he s anda d CEFR scale o A1–C2 (Council o Eu ope, 2001). In addi ion, eaching con en h ough he medium o English o Con en -and- Language-In eg a ed-Lea ning (CLIL) is encou aged, as is looking o in o ma ion in English, e.g., on he In e ne . These e isions ha e been impo an issues o add ess wi h s uden eache s when hey ha e been a ending cou ses (wi h us) ha deal wi h he eaching and lea ning o English (see also Kalaja, Alanen, & Du a, 2018). A he ime o S udies 1 and 2, he p e ious co e cu iculums we e s ill e ec i e. When S udy 3 was ca ied ou , he cu en na ional co e cu iculums we e becoming e ec i e in he Finnish educa- ional sys em. S udy 1: Compa ing English wi h Finnish longi udinally S udy 1 was ca ied ou as pa o he e- sea ch p ojec “F om No ice o Expe ”, wi h Riikka Alanen and Hannele Du a as mem- be s o he esea ch eam. I is a discu si e s udy wi h a longi udinal esea ch design (e.g., Kalaja, 2016a) and aces de elop- men s in he belie s held by uni e si y s u- den s ega ding English, a language hey we e s udying, and Finnish, hei L1. While compa ing he wo languages, hey came o cons uc hei iden i ies, oo: om mo- men o momen and o e ime. We asked a g oup o English majo s and mino s on an MA p og amme a ou uni e si y, i espec i e o hei line o spe- cializa ion, o ill in a ques ionnai e, among o he hings. The ques ionnai e con ained, Table 1. Finnish na ional co e cu iculums compa ed. Na ional Co e Cu iculums (G ades 1–12) 2003/2004 (ea lie ones) Na ional Co e Cu iculums (G ades 1–12) 2014/2015 (cu en ones) • Language p o iciency: ou skills (Reading Comp ehension, Lis ening Comp ehension, W i ing, and Speaking); s a us o En- glish: a o eign language among o he s; summa i e assessmen (ou comes) • Cul u al skills (L1 s. L2 cul u e), espec o O he • Lea ning s a egies • Mul ilingualism and mul icul u alism (and awa eness o languages in gene al) • Lea ning- o-lea n skills (including lea ning s a egies) • Language p o iciency: h ee abili ies (abili y o in e ac , in e - p e and p oduce o al, w i en and mul imodal ex s); s a us o English: lingua anca; o ma i e o dynamic assessmen (p ocess, eedback) Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] | 71 ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 o example, a sec ion wi h hal a dozen sen ence comple ion asks aimed a com- pa ing English wi h Finnish, e.g., “In my opinion, English is/sounds …”, “I you ask me, compa ed wi h Finnish, English is …”. The s uden s comple ed he asks wice – in he i s and inal yea o hei s udies ( ou o i e yea s apa ), he i s ime wi h pencil and pape (n = 118) while a end- ing a cou se on “Lea ning o lea n o eign languages”, and he second ime online (n = 37) wi h an addi ional mo e open- ended ques ion “Wha does English mean o you hese days?”. The sen ence comple ions a ied in leng h om one o wo wo ds o sen ences o hal a page o ex . We ead and e- ead he pool o w i en da a looking o pa - e ns in con en and/o o m and iden i ied a o al o ou in e p e a i e epe oi es (e.g., Edley, 2009), o ecu ing ways o desc ib- ing he wo languages. Wi hin he epe - oi es he s uden s seemed o adop di e - en posi ions o iden i ies, when compa ing he wo languages om one momen o ano he and om one ound o da a collec- ion o ano he (Table 2). Conside Examples 1–5 and 6–9 (all examples a e ansla ions om Finnish). In hese samples he s uden s d aw on di - e en ends o he epe oi es (see Table 2) and wi hou explici compa isons o he wo languages: Examples 1–5 • Finnish is beau i ul, amilia and sa e. • Finnish is lo ely, home language, mo he ongue, pa o me, impo - an . • Finnish is he language o emo ions and hinking. A language ha is sui- able o hese pu poses. • Finnish is unde a h ea . An impo - an aspec o my iden i y. • Finnish is a di icul language o o- eigne s. Examples 6–9 • English is a use ul language, a wo ld language o he Wes . Fun, logical enough. • English sounds nice, qui e sys ema- ic. I is easy o lea n. • English is an in e es ing language bu di icul o lea n. An impo an language (e.g., when a elling). • English is an impo an means o global communica ion. A window o e en a doo o many cul u es and communi ies. I is e y impo an in wo king li e now and in he nea u- u e. Table 2. The in e p e a i e epe oi es iden i ied in compa ing English wi h Finnish (FL = o eign language) (adap ed om Kalaja, 2016a, p.112). Repe oi es Dilemmas Iden i ies 1) A ec ion epe oi e Close s. dis an language Use o Finnish as L1/mo he ongue; use o English as FL/L2 2) Aes he ics epe oi e Beau i ul s. ugly language Use o Finnish as L1/mo he ongue; use o English as FL/L2 3) Vi ali y epe oi e Global s. local language Use o English as lingua anca/wo ld language s. use o Finnish as L1 (in Finland) 4) Challenge epe oi e Easy s. di icul language o acqui e o lea n Lea ne o English as FL (including Finns); acqui e o Finnish as L1 and lea ne o Finnish as FL Kalaja, P.72 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 The s uden s discu si ely cons uc ed he languages as being ei he emo ionally close o o dis an om hem (A ec ion Repe oi e), beau i ul o ugly (Aes he ics Repe oi e), global o local (Vi ali y Repe oi e), and/o easy o di icul o lea n (Challenge Repe oi e). O he epe oi es, Repe oi e 4 was he mos dilemma ic, i.e., he s uden s had mixed opinions o belie s abou he wo languages, and Repe oi e 3 he leas dilemma ic, i.e., he s uden s al- mos unanimously ag eed ha English was a widely-sp ead o global language, and Finnish, in con as , a small o mino i y lan- guage. The s uden s con inued o d aw on he ou epe oi es o e he pe iod o ou o i e yea s, and he dilemmas, o oppo- si e iews, seemed o emain o he mos pa un esol ed. This kind o opinions o belie s and adi ional e minology (such as mo he ongue, o eign language, English as a lingua anca, e c.) a e discussed c i ically (by language-policy make s) o ad ance plu ilingual educa ion and posi i e accep- ance o linguis ic and cul u al di e si y in Eu ope (Council o Eu ope, 2007, pp.16–30). In addi ion, we managed o ace some u he de elopmen s ega ding he s uden s’ iden i ies o e ime, based on e- sponses o he open-ended ques ion o he second ound o da a collec ion. Fi s ly, English is being ealized o ha e gained he s a us o an L2. Thus, he s u- den s’ iden i ies ended o shi om lea n- e s o a o eign language o use s o English as a lingua anca o a global language, as illus a ed by Example 10: Example 10 • I [English] is a language ha opens he whole wo ld. Pa o my e e y- day li e. Use ul bo h in spa e ime and a wo k. The s uden s may ha e s a ed hei s udies on he MA p og amme ou o lo e o in e es in aspec s o English-speaking cul u es, bu wi h ime hey ealize ha knowing English can be o ins umen al alue, oo (see also Example 13 below), making i possible o hem o communi- ca e in in e na ional con ex s wi h bo h na i e and non-na i e speake s o he lan- guage; o pu sue hobbies and spa e ime ac i i ies; o a el o li e ab oad; o ind employmen ; o pu sue a ca ee ; o o do well in hei job, as language specialis s o as eache s. Secondly, he s uden s s a o alk abou hemsel es as bi- o mul ilingual, al- bei s ill wi h qui e a adi ional unde s and- ing o he e m, as illus a ed by Example 11 by a male s uden and Example 12 by a emale s uden (bo h had s udied a leas h ee languages a school): Example 11 • I’m lucky o be almos bilingual. Example 12 • E en hough I eel like I am mul- ilingual, Finnish is s ill clea ly my only mo he ongue and I use i o exp ess emo ions. My English could only gain ha kind o s a- us i I li ed in an English-speaking coun y o yea s. In my opinion, my knowledge o English does no ha e o be compa able o my compe ence in my mo he on- gue; my knowledge o English is a e all p e y good, wi h i s own weaknesses and s eng hs. Thi dly, English is becoming an as- pec o he s uden s’ p o essional iden- i y. Conside Example 13 om a s uden Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] | 73 ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 s udying on one line o specializa ion (i.e., quali ying as an English eache ) and Example 14 om a s uden on he o he line o specializa ion (i.e., being a special- is in English and he English-speaking cul u es): Example 13 • [English is] a ool. I is a ool qui e li- e ally, as I will g adua e as a eache o English, and English is wha I will be eaching, eaching abou , and using as he medium o ins uc ion. I is also a ool o communica ion. I o en ealize ha I am hinking in English, and in e e yday con e sa i- ons I o en end up using an English wo d when he Finnish equi alen doesn’ come o mind o isn’ qui e “ o he poin ” in ha si ua ion. Example 14 • I ’s a wo king language ha I hope o be able o use as a language specialis . I’m ying o keep up o imp o e my skills e en a e g adu- a ion, as I don’ wan o o ge wha I’ e al eady lea n . In summa y, S udy 1 wi h i s longi udi- nal esea ch design p o ides e idence ha he iden i y o English majo s and mino s a ies no only om momen o momen bu also o e ime, depending on he line o a gumen a ion in comple ing he di e - en asks as pa o he esea ch p ojec , and wi h he g adual ealiza ion o he changing s a us o English in Finland (and elsewhe e). S udy 2: Imagining a class o English o o he L2s o be gi en soon a e g adua ion S udy 2 (e.g., Kalaja, Alanen, & Du a, 2013; Kalaja, 2016b) is a ollow-up s udy o S udy 1. Some o he s uden s ook pa in bo h s udies, while s udying wi h us. S udy 1 ocused on he pas expe iences o u u e eache s, S udy 2, in con as , on he yea s o come in hei li es. To his end, we made use o d awings, o isual na a- i es ( o a de ini ion, see, e.g., Squi e, 2012, pp.2–4). We asked a g oup o s uden eache s (n = 58), majo ing no only in English bu also in o he o eign languages, including Swedish, Ge man, F ench and Russian, and being in he inal s ages o hei MA s udies a ou uni e si y, o imagine an 3ins ance o eaching a o eign language in he no - so-dis an u u e. We ins uc ed hem as ollows: “D aw a pic u e o ‘My Language X class a yea a e g adua ion”’. In addi- ion, on he e e se side o he ask shee , we asked he pa icipan s o gi e a b ie w i en accoun o wha hei class would be like: “Explain wha is going on in you class”. The ask was ca ied ou as he inal in-class assignmen on he e y las session o hei pedagogical s udies. We subjec ed he d awings and hei commen a ies o heo y-guided con en analysis (Tuomi, & Sa ajä i, 2009, pp.99–124). S udy 2 d ew on sociocul u al heo y (e.g., Lan ol , & Tho ne, 2006), hus, in ou analysis o isual (and w i en) da a we ocused on he en i- onmen s, a e ac s, and in e ac ion in he class, and coded he d awings acco dingly. 3 A he ime o S udy 2 he no ion o en isioning had no ye been in oduced o he ield, see S udy 3. Kalaja, P.74 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 The en i onmen s in which o eign lan- guage eaching would ake place anged om adi ional class ooms ( u nished wi h desks and a boa d), mode n class ooms (wi h ca pe s, so as, a mchai s, plan s, pos e s, e c.) and i ual class ooms ( ia Skype) o ou -o -class oom con ex s, such as he school ki chen and he school ya d. The eache was depic ed ei he s anding in on o he class oom, in he middle o he class oom, o engaged in join ac i i y wi h he pupils; o e ing hus di e en pos- sibili ies o in e ac ion in he class oom. Conside Figu es 1–3. Howe e , o he mos pa , he each- ing o o eign languages was depic ed by he s uden eache s as aking place in a adi ional class oom, u nished wi h desks and a boa d o one ype o ano he , and some mode n echnology. In e es ingly, books, o any kind, would no play as im- po an a ole in class as be o e. The s uden eache s would a he use au hen ic ma e- ials, based on he needs and/o in e es s o hei s uden s. Fu he mo e, he u u e eache s, wo k- ing mos ly on hei own, would emphasize he p ac ising o o al skills, using a language o au hen ic pu poses and add essing cul- u al issues. Impo an ly, he eache would ake on he iden i y o a guide, ensu ing in- e ac ion among his o he s uden s, i e- spec i e o he class oom a angemen s. In o he wo ds, i was belie ed ha he each- ing o English and o he o eign languages would be social in na u e once he s uden s en e ed he eaching p o ession. O e all, we managed o iden i y wo compe ing discou ses in his s udy (Table 3), suppo ed also by p e ious Figu e 1. The eache s anding in on o a adi ional class oom, desks in ows (o iginally in ull colou s). Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] | 81 ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 O e all, we can, i s ly, conclude ha as lea ne s o English he s uden s’ iden i ies end o de elop once hey become awa e o he changing s a us o he language in Finland (and globally): a shi om lea ne s o English as a o eign language o use s o he language as a lingua anca o a global language, as is e iden om S udy 1. Secondly, as u u e eache s hey seem o p e e o ake on qui e a di e en iden- i y om he eache s o hei school yea s: wi h a shi om ansmi e s o in o ma ion o guides, ensu ing in e ac ion in class and p o iding hei s uden s oppo uni ies o lea ning ( e lec ed in class oom a ange- men s). Acco dingly, hey end o assign hei s uden s qui e di e en iden i ies, oo: wi h a shi om passi e ecipien s o in o - ma ion o ac i e pa icipan s wi h agency o seize s o lea ning oppo uni ies; and om lea ne s o English o use s o he lan- guage. These a e, in u n, e lec ed in he p inciples and p ac ices hey claim hey would apply in hei eaching once hey en e he p o ession as quali ied eache s o English (and o he o eign languages), as is e iden om S udies 2 and 3. In e es ingly, S udies 2 and 3 p o ide e idence o an- o he shi in aims in eaching English by s uden eache s in hei u u e classes: in- s ead o ocusing on eaching he language (i.e., i s o mal aspec s such as g amma and ocabula y) hey would like o ocus on communica ion and eaching con en (o e en CLIL, i.e., eaching o he school sub- jec s) h ough English as he medium o ins uc ion. In e es ingly, aced wi h he challenge o en isioning gi ing jus a class (le alone a ull cou se) he decisions by s uden eache s seem o become mo e com- plex he mo e ad anced hey a e in hei s udies on he MA p og amme, including pedagogical s udies. This is e iden om S udy 3: o Ada, as a u u e eache , he de- cision in ol ed simply choosing a speci ic eaching app oach o apply in he class (i.e., To al Physical Response, wi h some misun- de s andings), o he o he s ( om Nea o Sue) he decisions o choices we e much mo e complex and conce ning many mo e issues ha jus he eaching app oach. In o he wo ds, he s udies wi h us do seem o make a di e ence – in s uden eache s’ p o essional hinking. Conclusions can also be made abou mul ilingualism. Fi s ly, S udy 1 p o ides e idence ha s uden eache s (o he la e 2000s) s ill had a ough ime conside ing hemsel es mul- ilingual, based on qui e a adi ional unde - s anding o he e m. This is because hey seem o assume ha hey should ha e ac- qui ed he wo (o mo e) languages ea ly on (i.e., as child en) and ha e a ull command o each language. In o he wo ds, hey (s ill) su e om he monolingual bias (see In oduc ion). S udy 3 wi h i s ou cases illus a es he o e all a ia ion in s ances owa ds mul ilingualism in English classes gi en by s uden eache s in he u u e: Ada ad oca es s icking o “English only” in he class (monolingualism); Mike ad oca es he use o English and Finnish, he L1, i needed (bilingualism), o ensu e his s u- den s would lea n some hing cul u e-wise, i no language-wise; Nea would like o expose he s uden s no only o English bu also o a numbe o o he o eign lan- guages in he class oom (mul ilingualism) wi h pos e s and p ojec epo s in F ench, Spanish, e c. hung on he class oom walls. Howe e , she is no explici abou he use o any o he languages (besides English) o Kalaja, P.82 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 communica ion o eaching con en (CLIL) in he class o he d eams. A any a e, he ou case s udies illus a e ha s uden s could be exposed o mo e han one lan- guage o ha mo e han one language could be used o communica ion in he class oom. On he o he hand, when en- e ing he p o ession, s uden eache s will be aced wi h a new challenge: hese days he e a e schools (especially in he Capi al a ea) whe e e en o e hal o he s uden s speak o he languages as hei L1, and so he use o Finnish (o Swedish5) in class o in ex books (including g amma sec ions and ocabula y lis s) can be p oblema ic. Bo h ha e been s anda d p ac ice un il ecen ly. Secondly, S udies 2 and 3 p o ide some e idence o s uden eache s being awa e o language and cul u e going hand- in-hand, o mul icul u alism. This is e lec ed in some p inciples and p ac ices hey en- ision using in hei u u e classes: using au hen ic ma e ials (including newspape s, books, mo ies, music, social media, and games), in i ing isi o s, ha ing s uden s isi places (such as museums) o people, co- eaching, e.g., wi h a Home Economics eache o lea n say abou F ench cuisine, aking a class o a school ki chen, e.g., o make cookies o Ame ican s yle. Some o hese would in ol e s e ching he walls o a egula class oom – physically o i ually. O cou se, i is ue ha he ime a eache can de o e o discussing aspec s o cul u e in a single class (e en o hei d eams) is limi ed; a ull cou se could be a di e en ma e ! To conclude, on a mo e c i ical no e, i seems ha as eache educa o s we would need u he discussions wi h ou s uden eache s o challenge hei cu en (pa ly nai e) unde s anding o he wo key issues add essed in his a icle o aise hei awa e- ness o mo e ecen de elopmen s in he ields, including he possibili ies o anslan- guaging pedagogy (e.g., Canaga ajah, 2013; Ga cia, & Wei, 2013) o e-conside he use and/o ole o mo e han one language in hei classes, eaching ma e ials and as- sessmen p ac ices. This is becoming e en mo e ele an in he Finnish educa ional sys em, wi h he e e inc easing numbe o lea ne s speaking o he languages han Finnish (o Swedish) as hei L1, and hese languages a e es ima ed o be close o 140 in numbe (in he Capi al a ea in 2018)! In o he 6 wo ds, English classes (among o h- e s) a e ge ing mo e and mo e di e se lin- guis ically (and cul u ally) in hei s uden popula ion, bu i emains o be seen how he u u e eache s’ migh cope wi h his new challenge. Re e ences BARKHUIZEN, G. (2017). Language eache iden i y esea ch: An in oduc ion. In G. Ba khuizen (Ed.), Re lec ions on language eache iden i y esea ch (pp. 1–11). New Yo k: Rou ledge. h ps://doi.o g/10.4324/9781315643465 BORG, S., BIRELLO, M., CIVERA, I., and ZANATTA, T. (2014). The impac o eache educa ion on p e-se ice p ima y English language eache s. ELT Resea ch Repo 14.03. London: B i ish Council. 5 Finnish and Swedish a e he wo na ional languages in Finland, wi h a ew o he s iewed as mino i y languages. 6 This is based on an a icle “Helsingissä on jo aluei a, joilla jo yli puole pikkulapsis a on ie askielisiä – Hilja Ala a, 2, oppii suju as i somalia”, published in a na ional newspape , Helsingin Sanoma , Ap il 14, 2019 (pp. A6–A8). Sección Monog á ica | S uden eache s and hei iden i y cons uc ion and awa eness o mul ilingualism: e- isi ing h ee […] | 83 ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 CANAGARAJAH, S. (2013). T anslingual p ac ice: Global Englishes and cosmopoli an ela ions. London: Rou ledge. h ps://doi.o g/10.4324/9780203120293 CLARKE, (2008). Language eache iden i ies: Co-cons uc ing discou se and communi y. Cle edon: Mul ilingual Ma e s. h ps://doi.o g/10.21832/9781847690838 COOK, V. (1992). E idence o a mul icompe ence. Language Lea ning 42, 557–591. h ps://doi. o g/10.1111/j.1467-1770.1992. b01044.x COUNCIL OF EUROPE (2001). Common Eu opean amewo k o e e ence o languages: Lea ning, eaching, assessmen . Camb idge: Camb idge Uni e si y P ess. Re ie ed Feb ua y 1, 2019, h ps:// m.coe.in / CoERMPublicCommonSea chSe ices/DisplayDCTMCon en ?documen Id=0900001680459 97 COUNCIL OF EUROPE (2007). F om linguis ic di e si y o plu ilingual educa ion: Guide o he de elopmen o language educa ion policies in Eu ope. S asbou g. Re ie ed Feb ua y 1, 2019, om h ps:// m.coe.in /16802 c1c4 DUFF, P. A. (2007). Case s udy esea ch in Applied Linguis ics. New Yo k: Law ence E lbaum. DÖRNYEI, Z., and KUBANYIOVA, M. (2014). Mo i a ing lea ne s, mo i a ing eache s: Building isions in he class oom. Camb idge: Camb idge Uni e si y P ess. EDLEY, N. (2009). Analysing masculini y: In e p e a i e epe oi es, ideological dilemmas and subjec posi ions. In M. We he ell, S. Taylo , & S. Ya es (Eds.), Discou se as da a: A guide o analysis (pp. 189–228). London: Sage. FINNISH NATIONAL BOARD OF EDUCATION (2003). Lukion ope ussuunni elman pe us ee 2003. [Na ional co e cu iculum o uppe seconda y schools 2003]. Helsinki. Re ie ed Feb ua y 1, 2019, om h ps://www.oph. i/ download/47345_lukion_ope ussuunni elman_pe us ee _2003.pd FINNISH NATIONAL BOARD OF EDUCATION (2004). Pe usope uksen ope ussuunni elman pe us ee 2004. [Na ional co e cu iculum o basic educa ion 2004]. Helsinki. Re ie ed Feb ua y 1, 2019, om h ps://www.oph. i/ download/139848_pops_web.pd FINNISH NATIONAL BOARD OF EDUCATION (2014). Pe usope uksen ope ussuunni elman pe us ee 2014. [Na ional co e cu iculum o basic educa ion 2014]. Helsinki. Re ie ed Feb ua y 1, 2019, om h p://www.oph. i/ download/163777_pe usope uksen_ope ussuunni elman_pe us ee _2014.pd FINNISH NATIONAL BOARD OF EDUCATION (2015). Lukion ope ussuunni elman pe us ee 2015. [Na ional co e cu iculum o uppe seconda y schools 2015]. Helsinki. Re ie ed Feb ua y 1, 2019, om h p://www.oph. i/ download/172124_lukion_ope ussuunni elman_pe us ee _2015.pd GARCIA, O., and WEI, L. (2013). T anslanguaging. Language, bilingualism and educa ion. Basings oke: Palg a e Macmillan. h ps://doi.o g/10.1057/9781137385765_4 KALAJA, P. (2016a). S uden eache s’ belie s abou L2 and L2 discu si ely cons uc ed: A longi udinal s udy o in e p e a i e epe oi es. In P. Kalaja, A. M. F. Ba celos, M. A o, & M. Ruoho ie-Lyh y (Eds.), Belie s, agency and iden i y in o eign language lea ning and eaching (pp. 97–123). Basings oke: Palg a e Macmillan. h ps://doi.o g/10.1057/9781137425959_6 KALAJA, P. (2016b). ‘D eaming is belie ing’: The eaching o o eign languages as en isioned by s uden eache s. In P. Kalaja, A. M. F. Ba celos, M. A o, & M. Ruoho ie-Lyh y (Eds.), Belie s, agency and iden i y in o eign language lea ning and eaching (pp. 124–146). Basings oke: Palg a e Macmillan. h ps://doi.o g/10.1057/9781137425959_7 KALAJA, P., and MÄNTYLÄ, K. (2018). ’The English class o my d eams’: En isioning eaching a o eign language. In S. Me ce , & A. Kos oulas (Eds.), Language eache psychology (pp. 34–70). B is ol: Mul ilingual Ma e s. h ps://doi.o g/10.21832/9781783099467-007 KALAJA, P., ALANEN, R., and DUFVA, H. (2013). Expe imen ing wi h isual na a i es. In G. Ba khuizen (Ed.), Na a i es in applied linguis ics (pp. 105–131). Camb idge: Camb idge Uni e si y P ess. Kalaja, P.84 | ©2019 SEDLL. Lenguaje y Tex os, 49, 67-84 KALAJA, P., ALANEN, R., and DUFVA, H. (2018). ELT in Finland. In J. I. Lion as, & M. DelliCa pini (Eds.), TESOL Encyclopedia o English language eaching. Hoboken: Wiley-Blackwell. Re ie ed Feb ua y 1, 2019, om h ps://doi.o g/10.1002/9781118784235.eel 0930 KRAMSCH, C. (2009). The mul ilingual subjec . Wha o eign language lea ne s say abou hei expe ience and why i ma e s. Ox o d. Ox o d Uni e si y P ess. LANTOLF, J. P., and THORNE, S. L. (2006). Sociocul u al heo y and he genesis o second language de elopmen . Ox o d: Ox o d Uni e si y P ess. h ps://doi.o g/10.1017/S0272263106060037 MÄNTYLÄ, K., and KALAJA, P. (2019). ’The class o my d eams’ as en isioned by s uden eache s o English: Wha is he e o each abou he language? In P. Kalaja, & S. Melo-P ei e (Eds.), Visualising mul ilingual li es: Mo e han wo ds (pp. 254–274). B is ol: Mul ilingual Ma e s. h ps://doi.o g/10.21832/9781788922616-018 ORTEGA, L. (2014). Ways o wa d in bi/mul ilingual u n in SLA. In S. May (Ed.), The mul ilingual u n: implica ions o SLA, TESOL and bilingual educa ion (pp. 32–53). New Yo k: Rou ledge. OTHEGUY, R., GARCÍA, O., and REID, W. (2015). Cla i ying anslanguaging and decons uc ing named languages: A pe spec i e om linguis ics. Applied Linguis ics Re iew 6 (3), 281–307. h ps://doi.o g/10.1515/ appli e -2015-0014 SQUIRE, C. (2012). Wha is na a i e? NCRM Wo king Pape . Re ie ed Feb ua y 1, 2019, om h p://ep in s.nc m. ac.uk/3065/1/Wha _is_Na a i e_by_Co inne_Squi e_wo king_pape .pd TUOMI, J., and SARAJÄRVI, A. (2009). Laadullinen u kimus ja sisällöllinen analyysi [Quali a i e RESEARCH AND CONTENT ANALYSIS] (5 h e ised edi ion). Helsinki: Tammi.