2024/01/30 by Kaisa Hahl, Konsta Lehtovuori, Maija Pietarila
Arts and Humanities · #EFL/ESL Teaching and Learning #Second Language Learning and Teaching #Subtitles and Audiovisual Media
paper · pdf · doi:10.1080/00313831.2024.2308874
crossref issued 2024/01/30 · crossref published 2024/01/30 · crossref published-online 2024/01/30 · openalex publication_date 2024/01/30 · crossref created 2024/01/30 · crossref deposited 2025/02/11 · crossref published-print 2025/02/23 · openalex created_date 2025/10/10 · crossref indexed 2026/07/31 · openalex updated_date 2026/08/01
A compulsory foreign language in Finland starts now in Grade 1 instead of Grade 3. The change has forced teachers to adopt new teaching methods. As young learners are not yet literate, teaching should focus on oral skills and awareness of diversity. Video data from 19 early foreign language lessons of five English, German, or French teachers in Grades 1 and 2 were analyzed to investigate what methods and activities were employed and how the target language was used. The teachers used various engaging, multisensory activities that were mostly teacher-led and done together with the whole class. Two teachers used plenty of target language while three used mostly Finnish. Besides singing, pupils generally produced single target language words while prefabricated longer expressions were rarer. It is important for teachers to consider activities from the perspective of language use so that pupils’ exposure to and practice of the target language are maximized.