”Voisin pyytää oppilaita alleviivaamaan kaikki adjektiivit” – luokanopettajaopiskelija kielitietoisen aineenoppimisen ohjaajana

In this article, we report on a study with primary teacher students as language teachers across the curriculum, i.e., how they would integrate L1 with environment and nature studies in their first academic year. The study is based on a practical applied task of 107 students and a questionnaire about their background information and self-assessment of L1 literacy skills. First, we discuss L1 literacy discourse and pedagogy over the past few decades and interdisciplinary education as a concept. Then we have a look at the results of the questionnaire data as background information and present the results of the practical applied task based on content analysis. The findings show that the teacher students are for the most part grammar-oriented and text-oriented. Further, they tend to refer to L1 from a mechanical rather than from a cognitively demanding point of view though they self-assess their L1 skills as good. Finally, we discuss some implications concerning literacy discourse and pedagogy in Finnish schools and teacher education