Dialogical relationships, negotiations of meaning, belonging, and acculturation: Experiences in second language learning in the context of adult education in Finland
Thesis event information
Date and time of the thesis defence
Place of the thesis defence
University of Oulu, Linnanmaa, L10
Topic of the dissertation
Dialogical relationships, negotiations of meaning, belonging, and acculturation: Experiences in second language learning in the context of adult education in Finland
Doctoral candidate
FM Raisa Lantto
Faculty and unit
University of Oulu Graduate School, Faculty of Education and Psychology, EDGE = Education, diversity, globalization and ethics
Subject of study
Education
Opponent
Professor emerita Hannele Dufva, University of Jyväskylä
Custos
Professor emerita Maria Järvelä, University of Oulu
Dialogical relationships, negotiations of meaning, belonging, and acculturation: Experiences in second language learning in the context of adult education in Finland
The aim of this research was to provide theoretical and practical knowledge on factors affecting learning Finnish as a second language in the contexts of educational institutions and internships at workplaces. It is a qualitative study, based on interviews and dialogues between the researcher and the informants, who were six women who had moved to Finland as adults.
The research falls within the area of applied linguistics. The theoretical framework is based on Mikhail Bakhtin’s dialogical thinking as well as ecological linguistics. In addition, the theoretical framework is based on acculturation theory in intercultural psychology. Phenomenological-hermeneutic research approach constructs the methodological framework for the research.
At the analysis stage of the research, it became apparent that experiences are individually constructed and manifold. In this research, language is seen as lived experience that includes perspectives of acting and belonging and has elements of individuals’ personal resources as well as the resources of the community and the larger society around them.
The main results suggest that it is crucial to see language as potential that facilitates mutual understanding in a communicative event in which every participant is learning something new. It is important to see linguistic expressions as deeds and, thus, every language user as a responsible actor in communicative events as well as in discourses concerning second language learners.
The study also shows that learning and using a second language evokes strong emotions when learners are in contact with native speakers. These experiences define learners' paths to the new language, their trust in themselves as actors, and their plans for the future. Therefore, it is recommended that, in the context of adult education, learners be given opportunities to reflect upon their learning experiences and emotions. This would foster learning and have a positive impact on their identity as language learners and users, and, thus, on their overall wellbeing.
The research falls within the area of applied linguistics. The theoretical framework is based on Mikhail Bakhtin’s dialogical thinking as well as ecological linguistics. In addition, the theoretical framework is based on acculturation theory in intercultural psychology. Phenomenological-hermeneutic research approach constructs the methodological framework for the research.
At the analysis stage of the research, it became apparent that experiences are individually constructed and manifold. In this research, language is seen as lived experience that includes perspectives of acting and belonging and has elements of individuals’ personal resources as well as the resources of the community and the larger society around them.
The main results suggest that it is crucial to see language as potential that facilitates mutual understanding in a communicative event in which every participant is learning something new. It is important to see linguistic expressions as deeds and, thus, every language user as a responsible actor in communicative events as well as in discourses concerning second language learners.
The study also shows that learning and using a second language evokes strong emotions when learners are in contact with native speakers. These experiences define learners' paths to the new language, their trust in themselves as actors, and their plans for the future. Therefore, it is recommended that, in the context of adult education, learners be given opportunities to reflect upon their learning experiences and emotions. This would foster learning and have a positive impact on their identity as language learners and users, and, thus, on their overall wellbeing.
Last updated: 12.9.2025