KiMo in English: LAMP - Language Aware Multilingual Pedagogy

Program description

LAMP – Language Aware Multilingual Pedagogy (in Finnish: KiMo – Kielitietoisuutta ja monikielisyyttä tukeva pedagogiikka) is an inter-departmental learning community consisting of students, teachers and researchers from the Department of Teacher Education, the Department of Education and the Department of Language and Communication Studies at the University of Jyväskylä. LAMP members seek a better understanding of language awareness and multilingualism, two key features of educational interaction.

Learning, development and teaching as processes largely take place through interaction with others and with artefacts – and are often mediated by language, albeit in different forms and varieties and mediated by different language practices. LAMP applies a critical and community-based approach which means that language awareness and multilingualism are seen from the points of view of learners, teachers, parents, and other stakeholders of education. Further, the inter-departmental nature of the LAMP community enhances dialogue, understanding and respect between and across disciplines through the discussion of readings and project works carried out in LAMP home groups. 

Applying a special focus throughout the basic pedagogical studies, LAMP members learn extensively about language awareness to understand ways in which (1) language is present in all segments of education; (2) language can be conceptualised, and (3) the implications these conceptualisations have for education. In order to better support learners in the development of their languages, LAMP members experiment extensively with various ways in which multilingual pedagogy can be implemented to recognise language and cultural resources of all participants and build on those in several ways; e.g. by mapping what experiences they have through different languages, reading in different languages, comparing conceptual differences through different languages, developing tasks that require the use of different language repertoires, exploring the presence of different languages in the locality, recognizing the different ways in which languages are managed and valued, etc. To enhance discussions about these complex issues, LAMP members approach languages from various entry points of inquiry such as structure, representation, creative potential, belonging, values and power.

Through intensive dialogue, study assignments and action research, LAMP members contribute to a model of language aware multilingual pedagogy which provides a safe environment for different age groups

  • to get familiar with different languages;
  • to self-reflect on own language practices and identities in creative, playful and meaningful ways;
  • to make multilingualism valued and visible, and build on it as a resource in different learning environments;
  • to recognize subject-specific literacy practices and develop learners’ multiliteracy;
  • to involve learners’ parents and their social networks into discussions about the potential of language resources they are familiar with.

In a wider context, the goals of LAMP meet the needs of a changing society both in terms of the broadening demographic and cultural diversity, as well as with regard to working life and societal engagement. Educators with LAMP expertise will

  • be able to analyse the operating culture, developmental challenges and strengths of a multilingual and multicultural day care centre / school, and develop a multilingual operating culture in a multiprofessional team;
  • understand the significance of language in society, in different life contexts, in learning and as a factor connecting different fields of knowledge;
  • be able to identify and specify learners' linguistic and cultural resources;
  • be able to identify and specify the linguistic practices of different disciplines and everyday situations;
  • know ways to support the participation of all learners in interaction and action;
  • know ways to support the multilingual identity of learners and to enhance the use of different linguistic resources in day care / school situations; and
  • know ways to supervise the integrated learning of language and content.

Work in the first LAMP home groups has begun in September 2018. The development of LAMP curriculum and activities contributes to action research which feeds academic and popularizing publications.


LAMP teachers in the academic year 2019/2020:
  • Lecturer Eija Aalto, classroom teacher education, Department of Teacher Education
  • University Teacher Paula Oksanen and Senior Researcher Tamás Péter Szabó, language teacher education, Department of Teacher Education
  • University Teachers Tiia Pappila and Piia Parviainen, early childhood education, Department of Education
  • University Teacher Kristiina Skinnarilanguage teacher educationDepartment of Language and Communication Studies

Publication on LAMP in English

Josephine Moate & Tamás Péter Szabó (2018). Mapping a language aware educational landscape. Kieli, koulutus ja yhteiskunta. URL: https://www.kieliverkosto.fi/fi/journals/kieli-koulutus-ja-yhteiskunta-toukokuu-2018/mapping-a-language-aware-educational-landscape