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Research Interests: Psychology and Routledge
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Research Interests: Political Science, Second Language Teacher Education, Teaching English As A Foreign Language, English language teaching, Language Teacher Identity, and 7 moreLearner Agency, Language Teacher Cognition, Teacher agency, Teachers Beliefs, Teacher Cognition and beliefs, English Language Teaching, and Language teachers professional identity
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The present article discusses the concepts of language learning and language use. When are learners engaged in learning and what is it that they should learn? At what point do they become legitimate users of language and stop thinking of... more
The present article discusses the concepts of language learning and language use. When are learners engaged in learning and what is it that they should learn? At what point do they become legitimate users of language and stop thinking of themselves as learners? In layman's terms learning usually precedes language use: one first learns a language and can then use it. In linguistic research, particularly within the sociocultural approaches, it has recently been questioned whether a distinction between learning and using should be made at all. In the article, the definitions and boundaries pertaining to language learning and use are reflected on both from the point of view of the public and from the point of view scholarly theories (sociocultural as well as dialogical).peerReviewe
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This paper considers multilingualism from the point of view of language learning and teaching. We discuss the 'monological' thinking in linguistics and in the research of language learning and teaching and argue that the... more
This paper considers multilingualism from the point of view of language learning and teaching. We discuss the 'monological' thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also ...
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Kieli objektinamiten lapset mieltävät kielen. Hannele Dufva, Riikka Alanen, Mari Aro M. Koskela & N. Pilke (Hg.) Kieli ja asiantuntijuus. AFinLan vuosikirja 61, 295315, 2003.
This paper considers multilingualism from the point of view of language learning and teaching. We discuss the ‘monological’ thinking in linguistics and in the research of language learning and teaching and argue that the monological... more
This paper considers multilingualism from the point of view of language learning and teaching. We discuss the ‘monological’ thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also embeds a monolingual bias. As an alternative to monologism, we discuss dialogical notion of language and argue that this inherently involves a multilingual stand.
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This article discusses the notions of time and place in language and language learning theories and research. The traditional views of language and learning as timeless and placeless, fairly fixed systems are criticized and alternative... more
This article discusses the notions of time and place in language and language learning theories and research. The traditional views of language and learning as timeless and placeless, fairly fixed systems are criticized and alternative viewpoints brought forward. Time and place are in this article seen in terms of chronotopes (Bakhtin 1981), leading to a view where languages are seen as dynamic, cross-chronotopical resources and learning as the situated appropriation of these resources.
This paper examines learner beliefs from a dialogical point of view. Drawing on the writings of the Bakhtin circle, it sees beliefs as shared and recycled viewpoints that are multivoiced: they echo the voices of others as well as the... more
This paper examines learner beliefs from a dialogical point of view. Drawing on the writings of the Bakhtin circle, it sees beliefs as shared and recycled viewpoints that are multivoiced: they echo the voices of others as well as the voice of the speaker. A longitudinal interview study was conducted among a group of young Finnish learners of English. The analysis of the data focused on the voicework present in the learners’ answers: how they, on the one hand, echoed or even repeated the voices of authority, and, on the other hand, brought forward their own insights. The results indicate that the authoritative voices strongly influence how the individual viewpoints are formed and
presented and may consequently also influence learner actions.
presented and may consequently also influence learner actions.
Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and materiality are an essential aspect of human semiosis and thinking. Similar orientation can be found in the dialogical notion of language in... more
Socioculturally oriented views that are based on Vygotskyan thinking argue that embodiment and materiality are an essential aspect of human semiosis and thinking. Similar orientation can be found in the dialogical notion of language in the works of Voloshinov and Bakhtin. Their view, which opposes the Saussurean decontextualism and abstractivism, sees the focus of language studies to be on the concrete events of language use. Accordingly, the view necessitates that the multimodality of these utterances be taken into consideration. Starting from sociocultural and dialogical assumptions, but also drawing on other arguments that have been presented in other paradigms and frameworks (e.g. conversation analysis, systemic-functional approaches), increasing attention is given to multimodality that is present in human interaction. Are beliefs, then, different in verbally articulated and visually represented data? In this paper, we will present our findings, relate them to our theoretical approach and discuss the multimodality of semiotic resources as a source of beliefs from a sociocognitive perspective.
This article discusses two very different views of language and relates the discussion to the roles of theoretical and applied linguistics. The particular focus is on discussing the influence of language conceptualisations to the theories... more
This article discusses two very different views of language and relates the discussion to the roles of theoretical and applied linguistics. The particular focus is on discussing the influence of language conceptualisations to the theories and practices of language learning and teaching. The formalist-mentalist tradition of theoretical linguistics, influenced by the history and development of nation states and their national languages, is criticised. It is argued that the traditional view of language as a static system of symbols and representations needs to be thoroughly re-evaluated. An alternative approach, based on dialogical and sociocultural views of language, is introduced. In this approach, language is seen as languaging: as relational, dynamic and multimodal activity. The implications of this alternative conceptualisation of language to language education are discussed.