The two lectures in particular from the Kaikkien koulu course provide theoretical insights and practical approaches to multilingual pedagogy and antiracism education. The aim of Step 7 is to develop ways of actively avoiding discrimination through language aware pedagogy and everyday approaches to studying. Both antiracism education and multilingual pedagogy require teachers to be more aware of 'how' and 'why' when working with students. Moreover, in both antiracism education and multilingual pedagogy small changes can make signficiant differences.

Orientation
Listen to the students' experiences https://monikielisenoppijanmatkassa.fi/tasavertaisuus/ - what surprises you? what is good to know having listened to these students? what difference does the teacher make? what difference could a teacher make?

After lecture 1:
One suggestion for the demo is to work through the real-life scenarios from schools. Discuss what has happened for this scenario to take place. It might be that the teacher's intention was good, but something has gone amiss. It might be that no-one anticipated a problem would develop, but now it has. Consider different scenarios and talk together - what would be better responses as educators and what can you learn from these scenarios?

Another suggestion is to carry out the Ennakkoluulojen Seinä activity from the KYTKE project. This is an opportunity to think carefully about how we view other people and how we express our views as educators.

Finally, please read through the examples for good practices in antiracism education (the right hand column) - what connections can you see with language aware approaches? what connections can you see with good educational principles? what practical insights can be taken from these examples? what other examples of good practices can you share and/or develop?

After lecture 2:
One suggestion for the second demo is to look through the examples of good tasks to use in classrooms. Each of these tasks highlights an important part of studying, e.g. making links, processing information, and an important opportunity to strengthen language awareness as part of studying processes. These tasks come from John Loughran's book What expert teachers do - enhancing professional knowledge for classroom practice. How can these tasks be slightly modified to use the full range of students' language repertoires? How can these tasks support the use of language in education? It would be a good idea to try out some of these tasks in your group as part of this course and also actively draw on the different languages that are part of your group.

Resources:

• KYTKE Vuodesta 2012 lähtien valtakunnallisena toiminut KYTKE-projekti on tavoittanut vuosien aikana yli 115 000 oppilasta sekä tuhansia opettajia ja vanhempia. KYTKEn toiminnan ytimessä ovat ennakkoluuloja, syrjintää, rasismia ja identiteettiä käsittelevät koulutyöpajat, joita ohjaavat eri kulttuuritaustoja edustavat suomalaiset urheilijat ja taiteilijat. https://www.walter.fi/

• Alemanji, A. A. (2021). Pedagogy of antiracist best practices for Finnish schools. Educational Practice and Theory, 43(2), 37-52.

• Lehtonen, H. (2018). Monikielisyys näkyväksi (Making multilingualism visible). Audiovisual output; Kasvatus ja koulutus. Available (in Finnish)

• Cummins, J. (2017). Multilingualism in Classroom Instruction: “I think it’s helping my brain grow.” Scottish Languages Review 33, 5–18.

• Honko, M. & Mustonen, S. (2018). Kieliä rinnakkain – koulun monikielisyys näkyviin kieliä vertailemalla. Kieli, koulutus ja yhteiskunta, 9(5).
  Paavo ja ystävät Monialainen oppimiskokonaisuus syrjivän kiusaamisen ehkäisyyn

• Monikielisyys luokan rikastuttajana : etnografinen tapaustutkimus kielellisesti ja kulttuurisesti moninaisessa alkuopetuksen luokassa

Additional resources in Finnish for session planning:

• Kielitietoinen opetus (Language aware teaching) and Tiedonalojen kieli (Subject language) sections: https://monikielisenoppijanmatkassa.fi
• Minästä kiinni (Catch the self) and Kielestä koppi (Catch the language)
• DivEd – Diversity in education: Language aware practices for teachers