Teachers’ Perspectives on Teaching Multilingual Pupils in English : A Qualitative Study in Finland

Abstract

This qualitative study explores the challenges faced by English instructors in Finland when teaching multilingual pupils and the strategies they employ to address these challenges. Data was collected through semi-structured interviews with 9 English instructors from the English lines of bilingual primary schools in Finland. Thematic analysis was used to identify several themes for each of the four parts: (1)Teachers’ Perspectives on Multilingual Pupils’ Learning Performance, (2)Teachers’ Strategies for Teaching Multilingual Pupils in English, (3)Teachers’ Challenges of Teaching Multilingual Pupils in English, (4)Teachers’ Support for Teaching Multilingual Pupils in English. There are several sub-themes under each theme to discuss in details. Results suggest that while multilingualism is highly valued and considered a resource in the classroom, it can also present challenges. The study highlights the importance of taking into account the individual needs of multilingual students and the value of collaborative support among teachers. In terms of strategies, instructors reported using a variety of methods, including Content and Language Integrated Learning (CLIL) and immersion, to address the unique needs of multilingual students. The findings also revealed that both international students and teachers faced more challenges in the context of multilingual education in Finland, and they require more support, including language-related challenges and culture integration.The implications of this research can inform future policy and practice in multilingual education in Finland, and highlight the importance of considering the role of language instruction in the broader context of Finnish education.