FSD3443 Child-up: Survey for Interpreters 2019

Tekijät

  • Kuusipalo, Paula (Seinäjoki University of Applied Sciences)
  • Kinossalo, Maiju (Seinäjoki University of Applied Sciences)
  • Sihto, Jaakko (Seinäjoki University of Applied Sciences)
  • Tiilikka, Tiina (Seinäjoki University of Applied Sciences)
  • Raziano, Alissia (Liège University)
  • Drößler, Thomas (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
  • Rohr, Margund K. (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
  • Wächter, Franziska (Zentrum für Forschung, Weiterbildung und Beratung an der Dresden)
  • Amadasi, Sara (University of Modena and Reggio Emilia)
  • Ballestri, Chiara (University of Modena and Reggio Emilia)
  • Baraldi, Claudio (University of Modena and Reggio Emilia)
  • Struzik, Justyna (Jagiellonian University in Krakow)
  • Slusarczyk, Magdalena (Jagiellonian University in Krakow)
  • Warat, Marta (Jagiellonian University in Krakow)
  • Righard, Erica (Malmö University)
  • Harju, Anne (Malmö University)
  • Svensson Källberg, Petra (Malmö University)
  • Frisch, Morten (Malmö University)
  • Farini, Federico (University of Northampton)
  • Murray, Jane (University of Northampton)
  • Woodbridge-Dodd, Kim (University of Northampton)
  • Prokopiou, Eva (University of Northampton)
  • Scollan, Angela (University of Northampton)

Asiasanat

children, cultural pluralism, immigrants, lower secondary education, primary education, schoolchildren, schools, second languages, social interaction

Sisällön kuvaus

The survey charted the experiences of interpreters and language mediators in Finland regarding cultural pluralism, their work with children and young people, and communication in different languages. The data were collected as part of the Child-up research project, which aims to enhance understanding on the experiences of migrant children, young people, and their guardians regarding school, pre-school, and educational communities, as well as the experiences of the professionals working with them. The data were collected in Finland, Belgium, Germany, Sweden, Italy, Poland, and Great Britain. The research project was funded by the European Union's Horizon 2020 research and innovation funding programme.

First, the respondents were asked whether they had participated in training that included elements of interpreting or intercultural mediation, as well as what languages and linguistic resources they used in their work as an interpreter or mediator (e.g. whether they provided translation to pupils or their parents, or interpretation between teaching staff and pupils). Communication with the pupils'/students' parents was surveyed with questions on the main communication channel the respondents used with parents, how satisfied they were with their communication with parents, and what in their experience were the main reasons for barriers and challenges in communication with parents.

Next, the respondents' opinions regarding school support structure, integration and agency were examined. Questions focused on how often the respondents had encountered various situations in their work (e.g. a child who had difficulties with the language of instruction or trouble making their views understood), how they had discovered these situations (e.g. whether they had been contacted by a teacher or informed by parents), and who they had collaborated with to cope with these situations (e.g. school management, parents, other pupils). The respondents were also asked to evaluate different social relationships in the school/schools they worked at, as well as how well they thought they could, for example, cope with the challenges of a classroom, reduce ethnic stereotyping amongst students, and encourage the children to communicate their opinions and ideas. Finally, the respondents' satisfaction with various aspects related to their work was charted, and their opinions were surveyed on several statements relating to e.g. cultural pluralism in Finland.

Background variables included the respondent's gender, work experience in years, level of education, ISCED level of their current school/workplace, country of birth, parents' country of birth, and immigrant background.

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