Linguistically responsive teaching: A requirement for Finnish primary school teachers

We investigated Finnish primary school teachers’ understandings of processes language learning, their reported linguistically responsive practices, professional learning needs, and the links between these. The teachers (n = 246) responded to an online survey. Frequencies, possible background factors practices (one-way analysis variance) correlations understandings, personal needs were investigated. Respondents had a solid understanding regarding using additional semiotic scaffolding such as visual cues, most often. Over half respondents needing more information about students’ backgrounds, experiences, skills. with highest levels also sought learning. However, would benefit from both theoretical practical training in pedagogy.