Requirements Meet Reality: Finnish Teachers’ Practices in Linguistically Diverse Classrooms

The current Finnish core curriculum requires all teachers in basic education to be linguistically responsive. However, studies on the responsive practices used by are scarce. frequency with which (N = 820) use 21 was investigated through data that were gathered via an online survey. Based factor analysis, teachers’ formed four categories: identifying language demands, linguistic scaffolding, explicit attention language, and additional semiotic systems scaffolding. Teachers reported using latter most. Of background factors, teaching experience of 2–5 years linked more frequent students’ interests plan compared 0–2 or than 10 experience. results point out a need for training in-service teachers, as is not growth trajectories.