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[{"key": "dc.contributor.advisor", "value": "Dufva, Hannele", "language": "", "element": "contributor", "qualifier": "advisor", "schema": "dc"}, {"key": "dc.contributor.author", "value": "Vesam\u00e4ki, Heli", "language": null, "element": "contributor", "qualifier": "author", "schema": "dc"}, {"key": "dc.date.accessioned", "value": "2015-06-15T07:30:53Z", "language": "", "element": "date", "qualifier": "accessioned", "schema": "dc"}, {"key": "dc.date.available", "value": "2015-06-15T07:30:53Z", "language": "", "element": "date", "qualifier": "available", "schema": "dc"}, {"key": "dc.date.issued", "value": "2015", "language": null, "element": "date", "qualifier": "issued", "schema": "dc"}, {"key": "dc.identifier.other", "value": "oai:jykdok.linneanet.fi:1476008", "language": null, "element": "identifier", "qualifier": "other", "schema": "dc"}, {"key": "dc.identifier.uri", "value": "https://jyx.jyu.fi/handle/123456789/46318", "language": "", "element": "identifier", "qualifier": "uri", "schema": "dc"}, {"key": "dc.description.abstract", "value": "Kaksi- ja monikielisyytt\u00e4 on tutkittu paljon esimerkiksi lasten kielen kehityksen ja kognitiivisen kehityksen n\u00e4k\u00f6kulmasta. Lasten k\u00e4sityksi\u00e4 omasta kaksikielisyydest\u00e4\u00e4n tai sen vaikutuksista ei ole juurikaan tehty tutkimuksia. T\u00e4ss\u00e4 tutkimuksessa selvitettiin yhdentoista kaksi- ja monikielisen lapsen n\u00e4kemyksi\u00e4 kaksikielisyydest\u00e4 ja kielen opiskelusta. Kyseess\u00e4 oli haastattelututkimus, jossa haastateltiin kuutta tytt\u00f6\u00e4 ja viitt\u00e4 poikaa, jotka olivat nelj\u00e4s-, viides- ja kuudesluokkalaisia. Lapset k\u00e4viv\u00e4t ruotsinkielist\u00e4 luokkaa suomenkielisess\u00e4 koulussa ja he tulivat joko kaksi- tai monikielisist\u00e4 kodeista tai heill\u00e4 oli kielikylpytausta. Lapset olivat opiskelleet englantia yli vuoden verran tai parin kuukauden ajan tutkimushaastatteluita teht\u00e4ess\u00e4.\r\nLapset m\u00e4\u00e4ritteliv\u00e4t kaksikielisyyden ja kertoivat kokivatko itse olevansa kaksikielisi\u00e4. Kaksi- tai monikielisist\u00e4 kodeista tulevat lapset olivat varmoja kaksi- tai monikielisyydest\u00e4\u00e4n, sen sijaan kielikylpylapsista kolme oli hieman ep\u00e4varmoja omasta kielellisest\u00e4 identiteetist\u00e4\u00e4n. T\u00e4m\u00e4 koski lapsia, joiden kodeissa ei lainkaan puhuttu ruotsia. T\u00e4m\u00e4 saattoi johtua hyvin perinteisest\u00e4 n\u00e4kemyksest\u00e4, jossa kaksikielisen\u00e4 pidet\u00e4\u00e4n oppijaa, joka oppii varhaislapsuudessa kielet yht\u00e4aikaisesti kodissaan vanhemmiltaan. Lapsen kokivat, ett\u00e4 omasta kaksikielisyydest\u00e4 ja kieltenosaamisesta yleens\u00e4kin on hy\u00f6ty\u00e4. He kertoivat, ett\u00e4 osatessaan kieli\u00e4 he voivat kommunikoida muiden ihmisten kanssa ja pystyv\u00e4t auttamaan muita ihmisi\u00e4. Heid\u00e4n mielest\u00e4\u00e4n kaksikielisyys auttoi my\u00f6s oppimaan muita, erityisesti ruotsin kaltaisia kieli\u00e4. Lis\u00e4ksi kieltenosaaminen hy\u00f6dytti tulevaisuuden opiskelu- ja ty\u00f6el\u00e4m\u00e4ss\u00e4. He pitiv\u00e4t englannin opiskelusta ja halusivat opiskella tulevaisuudessa lis\u00e4\u00e4 kieli\u00e4. Lapset k\u00e4yttiv\u00e4t ruotsia oppimisstrategiana englantia opiskellessaan. Kun lapset eiv\u00e4t ymm\u00e4rt\u00e4neet jotain englannin kielen sanaa, he miettiv\u00e4t mit\u00e4 sana voisi olla ruotsiksi ja hyvin usein oivalsivat sanan englanniksikin. Yksi lapsista vertaili my\u00f6s englannin ja ruotsin kielen rakenteellisia asioita, artikkeleita ja prepositioita ja huomasi niiss\u00e4 yht\u00e4l\u00e4isyyksi\u00e4. Kahden kielen osaaminen tuntui vaikuttavan suotuisasti lasten n\u00e4kemyksiin kieltenoppimisesta. My\u00f6s kiinnostus eri kulttuureihin ja erilaisuuden hyv\u00e4ksyminen tuntui liittyv\u00e4n vahvasti kaksikielisyyteen. Kaksikielisten lasten kielitietoisuus nousi aineistossa vahvasti esille ja t\u00e4m\u00e4 voisikin olla seuraava kiinnostava tutkimuskohde. Tulevaisuudessa voisi tutkia kaksikielisten lasten rinnalla my\u00f6s yksikielisi\u00e4 lapsia ja vertailla eroavatko lasten k\u00e4sitykset kesken\u00e4\u00e4n kielten opiskelusta.", "language": "fi", "element": "description", "qualifier": "abstract", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted using Plone Publishing form by Heli Vesam\u00e4ki (hsvesama) on 2015-06-15 07:30:51.936828. Form: Pro gradu -lomake (https://kirjasto.jyu.fi/julkaisut/julkaisulomakkeet/pro-gradu-lomake). JyX data: [jyx_publishing-allowed (fi) =True]", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Submitted by jyx lomake-julkaisija (jyx-julkaisija.group@korppi.jyu.fi) on 2015-06-15T07:30:53Z\r\nNo. of bitstreams: 2\r\nURN:NBN:fi:jyu-201506152319.pdf: 423045 bytes, checksum: 63bb7b1314efad8fc75d70763821ff5e (MD5)\r\nlicense.html: 4916 bytes, checksum: 33d699d155f52a496da7499594dce530 (MD5)", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.description.provenance", "value": "Made available in DSpace on 2015-06-15T07:30:53Z (GMT). No. of bitstreams: 2\r\nURN:NBN:fi:jyu-201506152319.pdf: 423045 bytes, checksum: 63bb7b1314efad8fc75d70763821ff5e (MD5)\r\nlicense.html: 4916 bytes, checksum: 33d699d155f52a496da7499594dce530 (MD5)\r\n Previous issue date: 2015", "language": "en", "element": "description", "qualifier": "provenance", "schema": "dc"}, {"key": "dc.format.extent", "value": "1 verkkoaineisto (117 sivua)", "language": null, "element": "format", "qualifier": "extent", "schema": "dc"}, {"key": "dc.format.mimetype", "value": "application/pdf", "language": null, "element": "format", "qualifier": "mimetype", "schema": "dc"}, {"key": "dc.language.iso", "value": "eng", "language": null, "element": "language", "qualifier": "iso", "schema": "dc"}, {"key": "dc.rights", "value": "In Copyright", "language": "en", "element": "rights", "qualifier": null, "schema": "dc"}, {"key": "dc.subject.other", "value": "Bilingualism", "language": "", "element": "subject", "qualifier": "other", "schema": "dc"}, {"key": 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